A new survey reveals a significant rise in UK adults engaging in informal online learning platforms like YouTube and TikTok, although challenges in accessing formal education pathways remain.
Rise in Adult Learning Participation Driven by Informal Platforms, Survey Finds
More adults in the UK are engaging in learning activities than ever before, largely due to the increased popularity of informal online platforms like YouTube, TikTok, and artificial intelligence applications, according to the latest survey by the Learning and Work Institute (L&W).
The annual survey, which has been conducted since 1996, engaged a representative sample of 5,000 adults to explore their learning habits, motivations, and the perceived benefits of these activities. Results revealed a notable increase in online learning participation since the onset of the COVID-19 pandemic, with the percentage of adults predominantly learning online rising from 47% to 63%.
These online learning activities include watching instructional videos on platforms such as YouTube and TikTok (46%), completing online assessments (40%), reading educational emails (38%), and using social media platforms like Instagram and WhatsApp for learning purposes (24%). The use of advanced technologies like ChatGPT also saw a small increase from 14% to 18%, while virtual reality usage remained stable at 9%.
The survey indicates a significant increase in informal learning which has resulted in a historically high participation rate of 52% of adults, up from last year’s 49%. However, the Learning and Work Institute cautions about the direct comparison to pre-2021 data due to a change in survey methods from face-to-face to online, which may have affected the participation rates of older adults, individuals with disabilities, and those lacking digital access.
Stephen Evans, the chief executive of the Learning and Work Institute, acknowledged the benefits of this trend towards informal learning but underscored the necessity of providing routes to formal learning and accreditation for those interested. He emphasised that while informal learning can boost confidence and act as a gateway to more structured education, there are critical benefits to progression that formal education offers — benefits which could be missed if formal learning opportunities are reduced.
The survey also highlighted challenges in the broader learning landscape. Public investment in adult learning and skills has decreased by £1 billion in England since 2010, suggesting a disconnect between the public’s enthusiasm for learning and available government and employer support. According to Emily Jones, deputy director of L&W, the decline in investment could result in adults missing out on the progression and career advancement that accredited education provides.
Further findings reveal pronounced inequalities in adult learning based on geography, employment proximity, educational background, and social class. While London boasts the highest learning participation rate, with two-thirds of adults involved, regions like the South West and Yorkshire and the Humber have lower rates at 43% and 47%, respectively.
The survey also found that a high number of adults encounter barriers to learning, including time constraints, work pressures, and the financial costs of undertaking educational training. Women and individuals from lower social grades were found to be more significantly affected by these barriers compared to their male and higher social-grade counterparts.
Looking forward, the Learning and Work Institute hopes that public efforts such as Skills England will focus on enhancing access to formal educational opportunities. They cite Wales’ new tertiary education body Medr as an example of a potential move towards a more integrated educational framework. The Institute also suggested expanding modular courses under the Lifelong Learning Entitlement programme to encompass a broader range of educational levels.
This latest survey underscores the complex landscape of adult education in the UK, highlighting both the promising trends in informal learning and the enduring need for support in formal educational pathways.
Source: Noah Wire Services











