Evaluating Teaching Methods for Mature Learners: A Mixed-Methods Investigation of Learning Preferences in Higher Education

The increasing participation of mature learners in higher education requires teaching approaches that balance structured and participatory methods to accommodate their experiences and responsibilities. Defined as individuals aged 21 or older returning to formal education, mature students bring valuable professional and life experience but often face challenges with academic skills, time constraints and external commitments. This study examines effective teaching strategies, assessing preferences for storytelling, case studies, Socratic dialogue, didactic teaching and debates through Knowles’ andragogy and Kolb’s experiential learning model. A mixed-methods approach combined quantitative data from 138 Higher National Diploma students with qualitative insights from seven interviews. Findings highlight a strong preference for interactive methods linking theory to practice, while structured teaching remains valuable when integrated effectively. Using performance management principles, this research informs curriculum development and institutional policies, advocating for adaptable teaching strategies that enhance engagement, inclusivity and academic success for mature students.