Making Higher Ed Work for Adult Learners: What the Data Tells Us
Among 10,600 adult learners in ReUp’s database who indicated their desired learning modality, nearly 90% preferred hybrid or online-only classes. This underscores the critical need for flexible learning models that align with their busy lives.
When adult learners decide to return to higher education, they’re not just signing up for classes—they’re navigating a complex balancing act. With responsibilities like work, family, and community commitments, traditional education models often don’t align with their realities. Flexibility is one of the keys to making education attainable again, and the numbers prove it. Here’s a closer look at why adaptable approaches to learning matter and how institutions can better serve these learners.
88% of student-parents are adult learners
For many adult learners over the age of 25, education isn’t their only priority—they’re also raising children. Balancing parenting responsibilities with coursework and exams is no small task. Learners may face long days of work—nearly 60% of student-parents work full-time while pursuing higher education—and childcare before they engage with coursework. Colleges that understand this reality are shaping programs with family obligations in mind. For example, night classes and hybrid models allow learners to carve out time for studies and parenting. By offering a flexible approach to class scheduling, institutions ensure these learners are not forced to choose between education and family.
23% of transfer students are adult learners
Adult learners make up nearly a quarter of all transfer students. A complicated transfer experience can be frustrating and may lead some to abandon their dream of completing their degree. A transparent transfer process is critical to avoid delays and ensure earned credits are recognized. According to national figures, over a third of students lose some credit when transferring, which can lead to unnecessary costs and extended time to graduation. By simplifying the credit evaluation and transfer system, institutions can create a more accessible pathway for this group of learners, inspiring them to stay committed and pursue their educational goals.
The University of North Carolina (UNC) System, which includes 10 ReUp partners, is redesigning its policies to remove common barriers for transfer students, especially adult learners. By guaranteeing transcript evaluations within 15 business days for learners with three or fewer transcripts, the system reduces uncertainty and helps learners focus on their next steps. The UNC System also maintains 1,400 up-to-date transfer guides, offering clear and accurate guidance about credit transfers across its 16 public universities.
10,000+ adult learners reveal their preferred modalities
ReUp’s data offers insights into adult learners’ need for flexibility. Among 10,600 adult learners we surveyed, 4,791 chose hybrid classes and 4,331 preferred online-only classes. Meanwhile, just over 1,000 opted for on-campus learning. These statistics provide a roadmap for designing effective programs. For learners like Adrienne Bucko—who returned to higher education after 20 years and is now pursuing her master’s degree—online education for working adults gave her the opportunity to balance school with her role as both a parent and a working professional. With guidance from a ReUp Success Coach, Adrienne overcame challenges like managing online platforms and staying motivated, demonstrating the power of tailored support.
Bellevue University is a nonprofit university with more than 85 online degree programs designed for adult learners who manage multiple responsibilities in life. The school offers both asynchronous and synchronous courses so learners can choose the model that works best for their lifestyles. For its synchronous online experiences, Bellevue prioritizes small class size. “What makes us unique compared to most other larger institutions is that we have small class sizes, so our students have the opportunity to engage with peers and faculty in our online learning platforms,” says Heidi Lupo, Senior Director of Advising.
While many institutions now offer online instruction, Bellevue’s philosophy is that online learning is about much more than convenient technology. “It’s about the design of the instruction and the interaction,” says Dr. Rebecca Murdock, Vice President and Dean of the College of Business. “We integrate relevant career and academic skills throughout the curriculum so that students can be successful in launching and advancing their careers. Our faculty have their fingers on the professions and the industries that employ their students. We strive to be the university that partners with students and supports their academic journey.”
78% value credit for prior learning
For many adult learners, receiving credit for work and life experiences is an essential factor in their decision to pursue education. According to a recent survey, 78% of respondents with some college but no degree said credit for prior learning would significantly increase their interest in returning to school. This approach makes education not only faster but also deeply personal. The University of Wisconsin-Parkside created the Center for Adults and Returning Students (CARS) to support adult learners as they navigate their return to higher education. A large part of CARS’ mission is to acknowledge and value learners’ work experiences. The school’s flexible programs, Leadership and Personalized Studies, include opportunities for learners to earn internship credit through their current jobs or volunteer work. The process is straightforward and often part of regular advising sessions, where learners initially may not realize their work qualifies for credit.
7-week courses can improve overall persistence
Lengthy class schedules can be overwhelming for learners already managing tight schedules. Through ReUp’s partnership with Saginaw Valley State University, administrators learned that adult students preferred shorter, intensive courses. Instead of traditional 14-week semesters, many learners had greater success in 7-week courses that allowed them to focus on just one subject at a time. This format gives learners the ability to tackle their goals in manageable chunks, reducing the risk of burnout and making progress toward graduation feel more attainable. For many, this adjustment is the difference between staying enrolled and dropping out.
Why these numbers matter
Each of these figures tells a story. Behind the data are real individuals working toward a second chance at education—adults who have paused and postponed their dreams but haven’t abandoned them. By designing programs tailored to their realities, institutions can remove barriers, build confidence, and support students in earning the credentials they need to thrive. Flexibility isn’t just an add-on; it’s a lifeline. Hybrid schedules, support systems, and credit for prior learning are essential to helping this population succeed. When colleges invest in adapting to these needs, they’re not just improving retention rates; they’re changing lives.
Learn more about our work with adult learners and institutions of higher education through our case studies and learner stories. For our latest thoughts on how to support adult learners, follow us on LinkedIn.
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