‘Time’ and Adult Learners in Higher Education: Implications for Practice

Abstract

This conceptual article examines the complex ways in which time, both a structural and experiential force, shapes adult learners’ experiences in U.S. higher education. Drawing on a temporal lens, it explores key temporal dynamics, including the rigid structure of clock time and the ways in which time intersects with systems of privilege and oppression. These dynamics significantly influence adult learners’ academic trajectories and access to education, challenging traditional deficit models that attribute their challenges solely to individual motivation or time management failings. It argues that adopting a temporal perspective offers a deeper, more nuanced understanding of adult learners’ experiences, ultimately fostering more equitable and supportive learning environments. Advocating for temporal equity, the article calls on adult educators, program administrators, and policymakers to re-imagine programs, instruction, and policies through a temporal lens.