Peer Learning and Knowledge Sharing Among Adult Learners in Enugu Urban Adult Education Centres

This study explored peer learning and knowledge sharing practices among adult learners at urban adult education centres in Enugu, South East Nigeria. Peer learning is increasingly recognised as a vital mechanism within adult education, enabling learners to draw on each other's lived experiences and contextual knowledge to supplement formal instruction. The study adopted a descriptive survey design involving 140 adult learners drawn from three adult education centres in Enugu urban. Data collection instruments included structured questionnaires, observation protocols, and focus group discussions. Findings indicated that peer learning occurred spontaneously and extensively across all centres, with informal knowledge sharing taking place before and after scheduled sessions as well as through mobile phone-based peer networks outside class hours. Learners who engaged frequently in peer learning activities demonstrated stronger literacy progression and sustained higher attendance rates than those who participated less in collective learning activities. Facilitators who deliberately structured cooperative learning tasks into their instructional designs reported more cohesive learning groups and lower dropout rates. However, hierarchical social dynamics and limited space for group activities in some centres constrained the full expression of peer learning potential. Recommendations include training facilitators in cooperative learning facilitation techniques, redesigning classroom layouts to facilitate group work, and formalising peer mentoring schemes pairing advanced learners with beginners. Embedding regular learner sharing circles as a standard component of adult education session plans is also proposed as a low-cost quality enhancement measure. Keywords: peer learning, knowledge sharing, adult learners, Enugu, cooperative learning.