# data[].attributes.headline
Understanding Neurodiversity in Adult Learning

# data[].attributes.subject
Understanding Neurodiversity in Adult Learning

# data[].attributes.body
Adult learners bring a wealth of lived experience to the classroom, including a diversity of neurological profiles. Conditions such as ADHD, autism, and dyslexia are not simply challenges to be accommodated—they are examples of neurodiversity, a natural part of human variation (Armstrong, 2020). Recognizing neurodiversity in adult education opens the door to more inclusive, empowering learning environments.

Instead of forcing neurodivergent learners to adapt to traditional norms, educators should reimagine how learning is structured. Armstrong (2020) emphasizes the importance of viewing neurological differences as strengths, noting that many neurodivergent individuals exhibit high creativity, visual thinking, and persistence when supported appropriately.

Building on this, Dwyer et al. (2022) argue that higher education must move beyond minimal accommodations toward neuroinclusive design. This includes course structures that anticipate a variety of learning needs from the outset—such as flexible deadlines, multimodal content delivery, and opportunities for learner choice. When neurodiverse adults are supported through inclusive practices, their engagement and achievement improve significantly.

As an instructor of international adult students with diverse educational and professional backgrounds, I recognize that flexibility is essential for meaningful learning. To support their success, I offer extended deadlines and adaptable presentation formats when needed. My priority is not rigid conformity to schedules but ensuring that each learner is truly engaging with and understanding the material.

Watch this: What is Neurodiversity? – Understood.org (YouTube)
Explore this infographic: Neurodiversity in the Workplace (PDF)

References
Armstrong, T. (2020). The power of neurodiversity: Unleashing the advantages of your differently wired brain. http://dickyricky.com/books/psych/The%20Power%20of%20Neurodiversity%20-%20Thomas%20Armstrong.pdf

Dwyer, P., LaFrance, E., & Callahan, C. (2022). Advancing neuroinclusive practices in higher education. University of Oregon. https://teaching.uoregon.edu/sites/default/files/2022-02/dwyer-et-al-2022.neuroinclusive-higher-ed.pdf

# data[].attributes.body
Trend in Adult Education: Technology-Enhanced, Learner-Centered Instruction

A current and significant trend in adult education is the increasing use of technology to personalize and improve access to learning. With more adult learners balancing work, family, and studies, flexible, technology-driven models are becoming essential to engage and retain them.

Implications for My Instruction in an Outcome-Based Education Course:

1. More Flexible Delivery of Learning Outcomes
As someone who teaches Outcome-Based Education (OBE), I see the value of using tools like HyFlex (Hybrid-Flexible) classrooms and digital platforms to deliver and assess outcomes in ways that meet learners where they are.

2. Greater Focus on Engagement and Retention
Technologies such as 24/7 online coaching, analytics dashboards, and self-paced modules allow adult learners to stay connected and supported—key to achieving their learning outcomes.

3. Professional Development for Instructors
I will need to continue improving my ability to use these tools effectively, especially in designing content that aligns with outcomes and is accessible across formats.

Preparing for the Future

In response to this trend, I plan to:

Incorporate asynchronous and hybrid delivery methods to increase flexibility.

Use learning analytics to identify and respond to individual learner needs.

Invest time in learning instructional design strategies for digital tools.

Ensure my assessments continue to focus on demonstrated achievement of outcomes, regardless of how learners access the course.

Article to Share

“How Technology Investments Can Better Engage Adult Learners”
This article shows how community colleges are using HyFlex classrooms, digital support services, and data analytics to better serve adult learners—especially those with jobs, caregiving duties, or interrupted education pathways.

Link: https://edtechmagazine.com/higher/article/2022/05/how-technology-investments-can-better-engage-adult-learners

My Comments

The article highlights how institutions are using technology to adapt to the realities of adult learners. For example, HyFlex (Hybrid-Flexible) classrooms allow learners to attend either in person or remotely, which is particularly helpful for those balancing work and family (Lawrence, 2022). At Alamo Colleges, digital platforms provide around-the-clock tech support and coaching, improving retention among older learners (Lawrence, 2022). This confirms that thoughtful investments in accessible, flexible, and personalized technology support are not just about convenience—they are about equity. As an instructor in Outcome-Based Education, I see these trends as an opportunity to align outcome delivery and assessment with the tools and support that today’s learners actually need (Lawrence, 2022).

References

“HyFlex classrooms are designed to meet adult learners where they are by providing both in-person and remote participation options” (Lawrence, 2022).

“Technology is most effective when combined with accessible design and well-supported instructors” (Lawrence, 2022).

“Data analytics and real-time learner support are helping institutions close equity gaps” (Lawrence, 2022).

# data[].attributes.body
Blog © 2025 by Reza Tavakoli is licensed under CC BY-SA 4.0.

To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/4.0/

# data[].attributes.body
I, Reza Tavakoli, am a Professional Engineer currently working at a naval architecture firm in North Vancouver. We design small ships, barges, tugboats, ferries, and other similar vessels. Prior to moving to Canada, I spent six years working in China and ten years in Iran, all within the field of ship design and construction.

Alongside my engineering work, I also teach the Workplace Safety and Sustainability at VCC (Downtown campus) in the Project Management Department, where I serve as a term instructor.

I enrolled in the PIDP program to enhance my teaching effectiveness and deliver a better learning experience for my students.

# data[].attributes.body
Article:
Reuters. (2024, November 28). Sustainability profession scrambles to fill 'extreme gap' in digital skills to harness power of AI.

https://www.reuters.com/sustainability/society-equity/sustainability-profession-scrambles-fill-extreme-gap-digital-skills-harness-2024-11-28/

Commentary:
This article highlights a growing concern in the sustainability sector: the lack of digital fluency, particularly in using artificial intelligence to support environmental goals. As someone teaching workplace safety and sustainability, this insight is highly relevant. The rapid pace of technological advancement is reshaping the competencies expected of professionals. Notably, AI is now used to model environmental risks, track emissions, and optimize sustainable operations. The article reflects a broader trend toward international collaboration and the inclusion of globally trained professionals who bring fresh perspectives and tools. In response, educators like me must incorporate digital skills training into curricula and promote lifelong learning, a core concept in adult education. The demand for inclusive, interdisciplinary instruction that prepares learners for global, tech-driven challenges is clearer than ever.

# data[].attributes.headline
TRENDS IN WORKPLACE SAFETY AND SUSTAINABILITY

# data[].attributes.subject
TRENDS IN WORKPLACE SAFETY AND SUSTAINABILITY

# data[].attributes.body
In the evolving field of workplace safety and sustainability, several key trends are transforming instructional approaches. Digital tools such as virtual reality and gamified training modules are becoming standard in engaging adult learners. These innovations align with Merriam and Bierema’s (2014) emphasis on the self-directed nature of adult learning and the need for relevant, problem-centered content. Mental health, psychological and psychosocial safety are now integral to occupational training, requiring instructors to address emotional and social dimensions of the workplace (CC Global, 2024). Additionally, sustainability education is expanding to include climate change risk, regulatory compliance, and ethical responsibility, reinforcing adult learners' intrinsic motivation to make meaningful contributions (Merriam & Bierema, 2014). Over the coming years, I will need to improve my skills in digital technologies and redesign content to include mental wellness and sustainability literacy. Creating active learning environments, as suggested by adult learning theory, will remain essential (Merriam & Bierema, 2014).

References

1.      CC Global. (2024). Workplace safety in 2024: Trends, challenges and the future. https://www.cc-global.com/blog/2024/workplace-safety-in-2024-trends-challenges-and-the-future

2.      Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Jossey-Bass.

# data[].attributes.body
I had a very productive meeting with Kevin, my learning partner. In the conversation, we both reflected on emerging trends in our fields and how these impact our teaching (The Workplace Safety and Sustainability for me and Marketing for Kevin). A major theme was the growing impact of artificial intelligence (AI), which is increasingly used by students for assignments. To address this, we are adapting assessment methods by emphasizing presentations, reflections, and in-person exams to better gauge authentic learning. Kevin stressed the importance of teaching students how to critically evaluate AI-generated content. I compared this trend to the early days of Google, when similar concerns arose about students relying too heavily on search engines. Just as education adapted to Google, I believe a similar cultural shift will happen with AI.

Another emerging trend is the rise of sustainability as a critical but still underregulated topic, especially compared to established safety regulations. I am adjusting content delivery to reflect this growing importance and its overlap with safety.

Kevin also noted broader changes in adult education, such as increased upskilling among working adults and the challenges of teaching international students with diverse language and cultural backgrounds. Implications for instruction include the need for contextualized learning, real-world examples, and greater collaboration among faculty. Preparing for these trends involves continuous learning, refining assessments, and fostering digital literacy and cultural awareness.

Here is some of our interesting findings:

Trends:

Growth of AI use in education and professional fields

Evolving sustainability regulations, especially in Canada

Increasing number of adult learners returning to school

Rising reliance on simulations and practical learning tools

Greater need to teach digital literacy and critical thinking

What is changing/new:

AI is becoming a standard tool but introduces challenges in assessment

Sustainability is gaining importance, but lacks established global regulation

Students’ attention spans are impacted by digital distractions

Shifts in learner demographics and needs (e.g., upskilling, international students)

Implications for instruction:

Teachers must adapt assessment methods to ensure authentic learning

Must incorporate discussions on ethical and effective AI use

Need to contextualize content to Canadian legal and cultural norms

Increase engagement through real-world examples and presentations

Preparation steps:

Continue learning about AI and sustainability developments

Develop clearer rubrics for presentations and reflective work

Collaborate with other instructors for curriculum coherence

Build resources to support international students' understanding of local context