Abstract

Grounded in the theoretical framework of socio-emotional selectivity theory (SST), this study investigated how the socio-emotional, academic and economic experiences of adult learners in the Primary Education in the University of Botswana affected their academic engagement. This was motivated by the trend of gradual enrolment decline observed by the researchers given the fact that the staff members are not trained as adult educators. The populations of the study were students of the DPE programmes of study The sample involved ten participants in year 3, ten in year 4 - five participants per each of the two bachelors of education (B Ed) degree programmes and five participants in the masters of education (M Ed) degree programme. These participants were selected through opportunistic and convenience method. The result of the study reveals varied challenges that affect learners’ pedagogical expectations and social experiences in the university programmes at both undergraduate and graduate. While they expect to acquire new skills and knowledge for improved work environment when they complete their studies, the academic environment leaves much to be desired.

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