Motivating Factors in Adult Education: A Systematic Literature Review
DOI:
https://doi.org/10.17770/eid2026.1.105Keywords:
motivating factors, adult education, work-based learningAbstract
Latvian employers are increasingly facing a shortage of competent and highly qualified employees; therefore, strengthening adult education and workplace learning has become particularly important. Reflective practices help adults recognize their learning needs, evaluate their experience, and make informed decisions about further development. At the same time, uneven instructor competences have been observed in Latvia, which may hinder the development of a consistent and equitable feedback culture. Although the effectiveness of feedback in learners’ achievement has been widely studied, systematic evidence on adult education in Latvia remains limited. The aim of this study is to identify factors influencing adult education and assess their relevance to the Latvian workplace context. The review addresses the following question: Which motivational factors may be significant for adult education and workplace learning in Latvia? A systematic theoretical review was conducted from October to December 2025. Literature was searched in the Scopus, Web of Science, and ScienceDirect databases using author-selected keywords and inclusion criteria. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were applied. From 205 scientific articles, 25 studies were selected, and their methodological validity was assessed using the Critical Appraisal Skills Programme (CASP). The analysis synthesizes motivational factors, their frequency of mention, and their interrelationships, highlighting in particular reflection, high-quality feedback, practically applicable learning content, a supportive work environment, and self-efficacy in adult education and workplace learning. The results of the literature review present the significance of motivational factors in adult education and workplace learning.
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