This article explores underprepared adult learners within the context of higher education. Because of the self‐direction and motivation of adult learners, they manage to adapt and incorporate the components of academia into their complex life. However, this is a challenge for underprepared adult learners. With their desire to participate in academia, also comes the reality of their deficiencies in foundational skills; thus, they require more than just a superficial introduction to programs and services. The article examines the importance of significant adjustments required in higher education in order to incorporate not only adult learners but also underprepared adult learners.
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