What makes any of us “enough”? Whether we teach students, support families, or serve our communities, we invest ourselves in building developmental relationships with human beings. Often, no matter what we do or how much we do, it seems that helping professionals work in a “never enough” environment. This presentation is intended as a reflection and a reminder that the simple, ordinary things we do with other human beings do in fact matter. They matter in ways that can be seen and felt in moments when we really show up for others, and in ways that can be measured over the long run even if we are not there to see or hear it ourselves.

In 1950, the proportion of adults over the age of 65 in OECD countries was 7.7%. by 2025, this is estimated to rise to 25.1%. This stark change in global demographics alone illustrates why access to educational opportunity throughout the life course, especially for adult learners, has never been more important. The rise of AI, climate change, the reality and continued threat of pandemic disease, and population movement - whether driven by conflict or a desire to access economic opportunity – provide compelling reasons for enabling all people, to access appropriate and high-quality learning opportunities. Whether to re-skill or upskill, to take advantage of the social and psychological benefits of learning, or simply to understand the world better and not to be left behind, it is incumbent on states to prioritise equitable access to adult education. Despite this, there remain significant challenges in delivering such access. UNESCO’s 5th Global Report on Adult Education and Learning (2022) showed how participation for many of the most vulnerable and disadvantaged people is not improving and in some cases is declining. This presentation will offer an overview of the key global challenges and suggest some ways in which universities can help address these with locally appropriate and workable solutions.

The growth of digital tools for education platforms has fostered a revolution in opportunities for learners of all ages. This leads to new digital online experiences that provide quality educational experiences for K-12 students, for college learners, for professional development, for workforce upskilling, and for life-long learners. MIT has pioneered open access to virtually all its courses through Open Course Ware and novel professional improvement through MicroMasters and MOOCs, and has used research in the science of learning to create effective approaches to engaging learners. The recent surge of activity in generative AI is allowing MIT to create more personalized learning experiences, such as Socratic tutors and interactive learning experiences. This talk will highlight recent experiments and emerging trends in leveraging digital tools to enhance learner experiences.