Exploring the role of artificial intelligence (AI) in recognition of prior learning: Opportunities for transforming adult learning and assessment

Abstract

Artificial intelligence (AI) is reshaping higher education and potentially the recognition of prior learning (RPL) by enhancing assessment processes, ensuring fairness and expanding access to adult learners. This study explored a new and fairly under-researched area that focuses on AI’s role in supporting adult learners, who enter higher education through alternative pathways, by automating the evaluation of portfolios and improving the accuracy of assessments. It also focused on AI’s role in supporting personalised learning pathways. It examined key digital approaches, ethical considerations and the challenges of integrating AI-driven tools in the RPL and adult learner context. The study, framed within constructivist learning theory, highlighted AI’s potential to tailor learning experiences based on prior knowledge. The constructive alignment of adult learning principles and AI was explored. Reflective thematic analysis was used to identify transformative tools, digital support, student empowerment and academic upskilling as key themes throughout this study. The findings indicate that AI, with ethical safeguards in place, could streamline and enhance RPL processes and render assessments more efficient, transparent and equitable.