Participant perceptions of a compulsory learning support educator course : influence of educational and cultural backgrounds

Abstract

This study examines participants’ perceptions of a compulsory 10-week Learning Support Educator (LSE) course (Award in Inclusive Education), with particular emphasis on the influence of educational and cultural backgrounds on engagement, learning experiences, and the course perceived. The research aims to explore how adult learners experience compulsory professional training and to identify factors shaping their level of satisfaction. The study is guided by three research questions: (1) How do participants of the 10-week course perceive their learning experience, including their expectations and overall satisfaction? (2) To what extent do participants’ cultural and educational backgrounds (such as nationality and level of education) shape their perceptions of the course? and (3) Based on their perceptions, what elements of the course do participants suggest keeping or modifying? A qualitative research design was adopted, using short semi-structured interviews with nine course participants. Data were analysed thematically to identify recurring codes and thematic patterns. Findings indicate varied satisfaction levels, with most participants reporting moderate satisfaction influenced by course modality, tutor personality, peer interaction, and an imbalance between theory and practice. Educational and cultural backgrounds shaped expectations to a lesser extent than anticipated, as participants demonstrated strong motivation, diverse qualifications, and substantial informal learning through parenting or prior work. The study highlights a mismatch between rigorous course structure and learner diversity, the need for more practical and situated learning, the undervaluation of informal learning, and ongoing organisational challenges. These findings suggest the importance of inclusive, practice-oriented, and flexible course design in compulsory LSE training as an example of adult education setting.