Private education is changing, and one shift that’s becoming increasingly important is viewing adult learners not just as students, but as customers. This idea isn’t about making education transactional — it’s about truly understanding and respecting adult learners’ needs, goals, and experiences. I know this firsthand because I became an adult learner myself in my forties.
Returning to study after years in the workforce was a major decision. Like many adults, I had to balance work, family, and personal commitments. I wasn’t just looking for a course — I was investing my time, energy, and money into something that needed to offer real value. Flexibility, relevance, and support were non-negotiable for me.
What stood out was how differently institutions approached this. Some treated me like a partner in learning, communicating clearly, offering flexible study options, and recognising my professional background. Others, however, seemed stuck in a traditional model, expecting me to fit into a student mould that no longer suited my reality. The difference in experience was striking.
Adult learners have high expectations because they come with real-world experience and clear goals. They aren’t looking for a typical student experience — they’re seeking practical knowledge, career advancement, and a strong return on investment. Seeing them as customers means building trust through clear communication, personalised support, and courses that fit into their busy lives.
From my experience, even small things — like responsive emails, flexible deadlines, and acknowledging prior learning — made a huge difference. Feeling valued motivated me to engage more fully with my studies and strengthened my commitment to completing my course.
That’s one of the reasons I appreciate the approach at MLA College, where programmes are designed specifically for working professionals and adult learners. The flexible, distance learning model respects the reality of modern life, allowing students to balance study with their career and personal commitments.
Private education providers who recognise this shift will stand out. Adult learners are not passive recipients of knowledge; they are active participants who want their voices heard and their time respected. Institutions that see them as customers will not only attract more students but also create loyal advocates.
At the end of the day, treating adult learners as valued customers isn’t about losing the heart of education — it’s about putting people first. And when you do that, everyone wins.
