Acceptance and Use of Automated Learning Platforms in Adult Education Within the Private Security Training Industry

Walter Matli; Mashako Agnes Mathebula

doi:10.25159/2663-6549/17643

Authors

Walter Matli University of South Africa https://orcid.org/0000-0003-3440-900X
Mashako Agnes Mathebula University of South Africa

DOI:

https://doi.org/10.25159/2663-6549/17643

Keywords:

Adult education, learning support, unified theory of acceptance and use of technology, security personnel, private security sector, education and traning

Abstract

This article presents a comprehensive overview of the acceptance and use of automated learning support platforms within adult education, particularly focusing on the private security training sector. By employing a systematic review methodology, the article synthesises existing research to evaluate the factors that influence the adoption of such platforms among adult learners. The review identified and mapped articles using specified inclusion and exclusion criteria to achieve this. A number of publications were included for in-depth analysis to address the issue under investigation. We explored the unique aspect of technology integration in a traditionally hands-on field of study and assessed the effectiveness of these automated systems in enhancing the learning experience, engagement, and competency of adult learners in security training programmes. In alignment with the unified theory of acceptance and use of technology (UTAUT) model, we discuss the behavioural intention to use technology, perceived ease of use, and its perceived usefulness. The review also addresses the challenges and resistance faced during the adoption process and the potential for enhanced scalability, accessibility, and personalised learning pathways that automated platforms can offer. The findings suggest that, while there is a positive trend towards embracing automated learning, certain barriers, including resistance to change and the need for technological literacy, must be overcome to maximise the potential of these platforms. The article concludes with strategic recommendations for educators, platform developers, and policymakers in the private security training sector to facilitate a more effective and widespread adoption of automated learning support systems.

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