The Adult Participation in Learning Survey provides unique insights into adult learning across the UK. It adopts a deliberately broad definition of learning, reflecting the fact that learning is about much more than formal courses and qualifications.
The 2025 survey shows adult participation in learning has fallen over the last 12 months, though remains above pandemic levels. Our headline rate of participation has dropped by 10 percentage points, with 42% adults reporting taking part in learning in the last three years, down from 52% in 2024. However, this remains above the record low of 33% recorded in 2019. Just one in five adults (21%) are currently engaged in learning of any kind, down from 30% in 2024.
Fewer people in work taking part in learning has contributed significantly to the overall fall in participation. Employed people are engaging in learning of all types in significantly reduced numbers. Only one in five (21%) people in work are currently learning at work, down from 28% in 2024. There are also major inequalities in who accesses training from their employer, with higher earners significantly more likely to benefit. Workers paid over £52,200 are almost twice as likely to report learning at work in the last three years compared to those earning less than £26,099 (33% vs 17%).
Too many people are being locked out of learning. The survey shows age, class, income, and when people left full time education are all key predictors of participation in learning. For example, you are 20% more likely to learn as an adult if you left school aged 18 compared to age 16, and half of those who left full-time education age 16 or below haven’t engaged in learning since.
However, when adults do learn, they thrive. Nearly all (94%) of those engaging in learning identify at least one benefit, with self-confidence, personal development, the love of learning, and jobs and skills gains the most commonly reported. People who learn for work often experience personal benefits, and those who learn for personal and leisure reasons often report benefits for their work.
Digital technologies enable and enrich learning, so we need to boost people’s confidence to use them. Nearly all learners report benefits in using them (98%). However, many people lack confidence to use specific technologies to aid learning, with only one third of people (34%) report feeling confident using video meetings in learning. Digital inclusion and capability must therefore be central to the mission of learning providers, giving more people the chance to benefit from technologies enabling power.
