Impact of educational lag on learning in adult students with incomplete schooling

Abstract

Educational lag in adults who did not finish school is a complex problem. It affects learning opportunities and keeps social inequality. This study looks at how adult students see and live this lag when they return to study in PCEI institutions in Ecuador. The research used a qualitative approach. Interviews were made with 20 participants. The topics included past school experiences, reasons for leaving school, learning difficulties, emotions, coping strategies, and educational expectations. The results show that past school experiences influence the return. Some adults remember positive moments of socialization, while others remember negative experiences with strict teachers. The main reasons for leaving school were economic problems, early motherhood, and lack of family support. When they return, adults face problems in math and writing. They also feel frustration and fear of failure, but some show resilience. Students use different strategies: teacher feedback and technological resources. In this way, learning becomes a life project and a tool for personal improvement. In conclusion, the study shows that educational lag is experienced in cognitive, emotional, and social ways. It also highlights the need for inclusive programs that recognize the experiences and specific needs of adults.