Abstract
This study explores the transformative potential of Artificial Intelligence (AI) in adult learning and education, with a focus on fostering human development and empowerment. As educational needs evolve and access remains unequal—particularly in regions like Nigeria—AI presents innovative solutions to improve the quality, accessibility, and personalisation of adult education. The paper examines key adult learning theories, including transformative and self-directed learning, to understand how AI technologies can align with or enhance these pedagogical foundations. Findings from the literature review highlight that AI-driven platforms can deliver personalised learning experiences tailored to individual learner needs, thereby supporting autonomy and lifelong learning. AI also plays a pivotal role in democratising education by reaching underserved populations, reducing costs, and offering flexible, on-demand access to resources through virtual assistants, adaptive systems, and mobile platforms. Additionally, AI facilitates collaborative learning environments through intelligent tutoring systems, chatbots, and virtual classrooms that foster social interaction and peer engagement. However, the integration of AI in adult education faces significant challenges, including institutional resistance, limited infrastructure, lack of educator training, and ethical concerns related to data privacy and algorithmic bias. The study recommends a human-centred approach to AI implementation that prioritises inclusivity, ethical standards, and professional development for educators. Investments in digital infrastructure and equitable access to AI tools are also critical. Furthermore, continued research is necessary to explore AI’s capacity to support creativity, empathy, and critical thinking in adult education. In conclusion, AI should be seen not merely as a technical innovation but as a catalyst for reimagining adult education to be more inclusive, adaptive, and empowering in the pursuit of lifelong learning. DOI: https://doie.org/10.50390/NCAEJ.2026249586