How AI Supports Returning Adult Learners in a Developing Economy: Enhancing Academic Writing Through Self-Determination Theory

Abstract

This study examines the integration of artificial intelligence (AI), specifically ChatGPT, in enhancing the educational experiences of returning adult learners in a developing economy through the lens of Self-Determination Theory (SDT). The research aims to understand how AI tools can support the unique needs of non- traditional students by fostering autonomy, competence, and relatedness, critical components of SDT. Utilizing a qualitative inquiry approach, the study involved in-depth, semi-structured interviews with 11 returning adult learners who have adopted ChatGPT for academic writing. The participants, non-traditional students typically over 25, provided insights into their experiences with AI in their learning processes. The thematic analysis of the data revealed three key themes: Learning Partner, Writing Proficiency, and Academic Collaboration. As a Learning Partner, ChatGPT was found to facilitate idea generation, enhance writing tasks, and support independent learning, promoting learner autonomy. Regarding Writing Proficiency, AI tools contributed to expanding vocabulary, improving writing clarity, and boosting confidence, aligning with the competence component of SDT. The theme of Academic Collaboration highlighted the role of peer influence and academic support in adopting AI tools, fostering a collaborative and supportive learning environment, which addresses the relatedness component of SDT. The findings suggest that AI tools like ChatGPT have significant potential to improve the educational experiences of returning adult learners by addressing their diverse needs and motivations. The study recommends the integration of AI into academic curricula, supported by policies and training, to maximize its benefits for non-traditional students.