AI: Does it Work for Low-Literacy Adult Students?
By: S.O.L.V.E.D. I just read a quote the other day that if teachers don’t get on board with AI, their job will become obsolete. I thought, hmmm… that couldn’t be further from the truth. Then I started going down a rabbit hole wondering how many educators have embraced AI and what they use it for. According to a Gallup poll (2025), 60% of teachers use AI to help save time, plan lessons, and develop activities. What about the other 39%? Are they not ready for a world of AI, or are they not familiar with how to use it? Many educators are told to begin implementing AI, but they truly don’t know how. What AI tool do they use? How can they do good prompt engineering? When do they use their judgement whether AI is hallucinating and providing bad data? In what situations is it appropriate to use AI? How do they teach students to use AI? And the list goes on and on……. In the Adult Education world, it seems we have a lot of catching up to do! While K-12 teachers have had some PD’s on implementing Generative AI, adult education seems to be left behind. The problem with this is that we are not preparing students for the modern workforce. Many jobs now require AI skills, and I believe in the future AI will be embedded in all streams of the workforce. But where do we begin? Think of a student who is NRS 1, or on a kindergarten reading level; they never got appropriate schooling and have a goal of getting an education to obtain a better job. Do we start those students with AI? Arguments can be made on both sides, but generally I believe skills such as analyzing, synthesizing, judging, and evaluating are necessary before students even think about touching AI. AI learns from many data sets even if the data is wrong. Just think: how will students know that AI is incorrect if they don’t have those necessary skills? In addition, I believe that foundational skills such as phonemic awareness, phonics, phonological awareness, and fluency should be taught by a human. Yes, AI can probably teach those things, but AI is missing a few factors. AI cannot motivate on the spot or make a quick adjustment (without, of course, someone prompting it) and cannot engage students in the way a teacher can. AI cannot properly diagnose student learning abilities and create specific modifications in a way an educator and a team would. Remember, AI is being fed data that largely comes from online, aka Reddit……..this means it is only teaching a student what it is generating from the data it has been fed. It can be missing sooooooooo many strategies and innovations to help low-literacy students! So, what can we teach to low-literacy students then, if AI isn’t recommended? I thought the whole goal was to embed AI in adult education so students are ready for the workforce….and we will….but differently. I believe we start teaching students who are NRS 1 and 2 vocabulary words they will come across and start introducing them to AI concepts, independent of a chatbot….so the notion of AI isn’t completely foreign to them as they continue to increase their literacy. Only when we feel students have inherited some of those higher-order thinking skills do I feel Generative AI should be utilized. Now I did think of utilizing AI to help me write this, but don’t worry I didn’t. I wanted this blog post to be authentic and utilize the skills I learned in school, rather than depending on a chatbot. See, I still need to use my brain and my judgment. This is what low-literacy students need. Skills they can use without AI, without technology (because, as we know, technology can fail), so they can become independent thinkers and move around the world applying skills and strategies they have developed, which can result in long-term success and economic mobility.
Rethinking the College Dream?
By: S.O.L.V.E.D. – Here are 7 ways to ensure your College Dream becomes reality. Remember, achieving your College Dream requires dedication and effort. When I was growing up, achieving my College Dream was the only option. Many young adults are rethinking their College Dream in today’s world. You had NO choice. Parents often bragged about their child going to college or getting accepted into a university. It was the crème de la crème, even more so if you were a first-generation college student. You were not just encouraged to go; you were expected to GO and SUCCEED. Those who went to technical schools were often assumed to be students who could not get into a university and had to settle for another path. This heavy weight on our shoulders often makes us question our College Dream. In this shifting landscape, pursuing your College Dream may not be the only path. Millennials and those before us are now stuck with student loans, unable to find jobs that allow them to even begin paying those loans off. Many struggle with bills and quietly wonder, Why did I do that? Yes, of course, for certain careers, college is the only option. But for many of us, it was never presented as a choice. So many of my friends are carrying $100,000+ in student loan debt, which we are told is one of the only things that follows you for life, a fate we hope is not near. Defining what your College Dream means to you can lead to new opportunities. This shift in choices impacts what many are now considering for their College Dream. But times have changed. Many are finding that their College Dream can also include vocational paths. Reimagining your College Dream involves considering multiple avenues to success. Many are ready to explore what makes their College Dream truly fulfilling. Ultimately, your College Dream should be a reflection of your unique journey. Understanding Your College Dream Now, more than ever, we must support each other’s College Dream. Young adults are now saying NO to student loans and NO to the idea that college is the only path to a successful life in America. Between the pandemic, a skilled labor shortage, and the reality of starting adulthood buried in debt, this model simply does not appeal to Gen Z. In fact, about 42% of Gen Zers are choosing trade school or technical college (Resume Builder, 2025), compared to 31% of Millennials in 2005. This shift shows that vocational, technical, and trade programs are no longer seen as a last resort. They are becoming a real and respected option for high school graduates. I remember one of our CTE leaders once calling a four-year university a steak and a technical or vocational school lobster. The message was simple. We can have both, and both can be good. Technical and vocational programs can often get students into the workforce faster, without the massive debt. In many cases, young adults come out earning more than peers with a four-year degree. I should know. As a former teacher, I often worked two additional jobs just to make ends meet. This is not about the death of college. It is about the end of college as the default. Rethinking the college dream means recognizing that success does not come from one path, one institution, or one definition. It comes from giving people real choices, pathways that lead to sustainable careers, and education that works for their lives, not against them. And for the first time in a long time, it feels like we are finally ready to have that conversation. As the landscape of education continues to evolve, it’s essential to examine the factors contributing to this significant shift in mindset. The rise of technology and the ever-changing job market play pivotal roles in shaping young adults’ decisions. For instance, many industries are now prioritizing skills over formal education, allowing individuals to thrive based on their abilities rather than their degrees. Moreover, the stigma surrounding vocational and technical education is gradually diminishing. Many successful professionals are openly sharing their non-traditional paths, inspiring a new generation to consider alternative routes to success. Take, for example, the story of a young electrician who, after completing a two-year apprenticeship, now earns a six-figure salary; this narrative resonates with many young individuals. Additionally, the increasing popularity of online courses has made learning more accessible. Platforms such as Coursera, Udemy, and Khan Academy offer a plethora of courses that equip individuals with the necessary skills for various trades and professions without the hefty price tag associated with traditional college degrees. Furthermore, the rise of entrepreneurship among Gen Z plays a crucial role in this transformation. Many young adults are exploring innovative business ideas and freelancing opportunities, which often require skill sets that can be acquired outside the classroom. This entrepreneurial spirit encourages individuals to think creatively and seek alternatives that align with their passions and interests. It’s also worth noting that the COVID-19 pandemic has accelerated this transformation. As businesses adapted to remote work, many realized they could operate effectively without requiring employees to possess a four-year degree. This realization has led to a more inclusive job market that values diverse experiences and skills, further validating the choice of vocational and technical education. In addition to financial considerations, there’s a growing recognition of the importance of mental health and work-life balance. Many young adults are prioritizing jobs that offer flexibility and fulfillment over traditional career paths that may lead to burnout. This shift signifies a need for education systems to adapt and offer programs that promote well-being alongside academic and professional growth. As we look ahead, it is crucial to continue the dialogue surrounding educational choices. Schools, parents, and communities must work together to provide accurate information about various pathways and emphasize the value of skills training. By encouraging exploration and open-mindedness, we can help young adults make informed decisions about their futures. Ultimately, the future of education lies in recognizing
5 Things Instructors Wish They Had More Time and Resources for in Adult Education
By: S.O.L.V.E.D. Let’s face it, as Adult Education Instructors, we are quite busy! Students are rolling in continually and moving in and out of your classroom from post-testing. There is never enough time in the school day to get everything done, but if we had a magic wand, I believe there are 5 factors we really wish we had more time to do. Individualized Instruction We definitely know how important it is to teach students at their instructional level, which requires small-group and some individualized instruction. With adult learners, having jobs, and other outside resources, we really have no control over how long they will stay, and if they will be full-time or part-time students. All of those factors can greatly impact the time we have for individualized instruction. We know every student comes to us with different goals, and we want to meet all of their needs, but that isn’t possible in an adult education classroom. We want the time and tools to differentiate without teacher burnout. Ready to Use IET Materials We are all well aware of the federal government’s mandate for Integrated Education and Training to receive grant funding, but there is no single solution to it. We don’t have the time to create a curriculum from the ground up that encompasses an entire IET, let alone the resources, materials, and assessments that go along with it! We want to teach workforce skills, but we just need high-quality instructional materials that will not take 50 hours to create. Professional Development that is Actually Useful I can’t tell you how many times I’ve been to PDs that have wasted time and energy. PD’s need to apply to current times and the educational landscape. It needs to be something I can use immediately. If I have to wait months to apply it or put in another 20 hours just for it to land, no thank you. Time to Analyze Data (not just enter it) What’s the saying we all have learned in the College of Education, “data drives instruction.” Well, what time do we have to analyze and manipulate the data? In Adult Education, we collect a multitude of data to achieve specific Measurable Skills Gains (MSGs). Do we have the time to look at test scores and drill down into each student’s needs so they can improve to the next level? Mental Bandwidth to Support Students’ Real Lives Adult learners juggle work, family, transportation, trauma, immigration processes, health challenges, and instructors often become the first line of support. They want time, resources, and partnerships to help students without carrying it all alone. Why this Matters? When instructors have the time and resources to do well, students succeed! Adult educators are out here making miracles happen! Imagine what they could do with more support!
Microcredentialing and IET: What Programs Should Know Before They Build
By: S.O.L.V.E.D. Adult learners want skills that lead to better work and better wages. Integrated Education and Training, or IET, is designed for that reality. It combines adult education, workforce preparation, and job training at the same time through one shared set of learning objectives. This structure is required under WIOA, which also requires occupationally relevant materials and simultaneous delivery. What microcredentialing really is Microcredentialing is a way to certify a specific skill through a short, focused learning experience. A high quality microcredential includes clear learning outcomes, defined workload or hours, and an assessment that proves the learner has mastered the skill. International microcredential frameworks emphasize these elements so the credential is transparent and portable. A microcredential is simple. It is proof that a learner learned something real, practiced it, and passed an evaluation that employers understand. Why microcredentials need structure inside IET IET requires sufficient instructional intensity and simultaneous delivery of adult education, workforce preparation, and occupational training. Microcredentials must match that structure. Without clear hours, outcomes, and assessments, the program cannot meet state or federal expectations. A practical timeline for quality Many states publish IET checklists, design tools, and program maps to help teams set timelines, select industries, and build shared learning objectives. A 20 week structure gives enough time to integrate foundational skills, workforce preparation, occupational training, and microcredential assessment. Always follow your own state’s IET guidance. States are also updating reporting systems, IET program numbers, and credential tracking. Defined hours and outcomes make this much easier. Recommended Microcredential Ideas for a 20 Week IET Below you will see common IET industries found in state maps and national technical assistance: Healthcare • Basic Patient Care Skills• Infection Control and Safety• Vital Signs Essentials• CPR and First Aid Hospitality and Tourism • Guest Services Professional• Food Safety Basics• Front Desk Operations• Housekeeping Quality Standards Construction and Skilled Trades • Construction Site Safety• OSHA 10 aligned safety training• Hand and Power Tools Basics• Intro to Carpentry Digital Literacy Skills • Basic Computer Operations• Email and Workplace Communication• Microsoft Office or Google Workspace Essentials• Customer Service Digital Tools Manufacturing and Logistics • Warehouse Operations Basics• Forklift Safety Theory• Intro to Quality Assurance• Production Floor Safety ESL Focused Workforce Microcredentials • Workplace English for Healthcare• Workplace English for Hospitality• Customer Service English• Professional Conversation Skills IET and Microcredential Alignment Checklist IET and Microcredential Alignment Checklist ☐ We defined the instructional hours for the microcredential and for the full IET program, following state requirements. ☐ We wrote one shared set of learning objectives that connects adult education, workforce preparation, and occupational training. ☐ We selected assessments that measure the exact skill the microcredential claims. These assessments use occupationally relevant materials. ☐ We validated the content and assessment with an employer or training partner. State IET tools provide templates for this process. ☐ We scheduled adult education, workforce preparation, and training to happen at the same time, not as separate blocks. ☐ We checked our state’s IET blueprint, maps, and planning tools to ensure alignment with approved industries and credentials. ☐ We confirmed our reporting plan using updated IET program number guidance and credential reporting requirements. Microcredentials do not replace IET. They strengthen it. A well designed microcredential gives learners a focused, employer recognized win while they build the literacy, numeracy, and workforce skills needed for long term success. A clear timeline, a clear skill, and a clear assessment make the difference.
Six Federal Partnerships: What Adult Educators Need to Know
Explore how new U.S. Department of Education partnerships may affect adult education, career pathways, and Integrated Education and Training (IET), and how your program can get ready.
IET: The Fast Track to a Career
When adult learners ask me, “How do I get a good job without spending years in school?” my answer is simple: Integrated Education and Training (IET). IET is more than a program; it’s a strategy that helps learners build basic skills and career training at the same time. No waiting. No wasted time. Just a direct path to credentials and employment. Why This Matters Now The Bureau of Labor Statistics projects major growth in jobs that require both technical skills and strong foundational skills. Here are a few examples: Wind Turbine Technicians – 50% Solar Photovoltaic Installers – 42% Nurse Practitioners – 40% Data Scientists – 34% Information Security Analysts – 29% Medical & Health Services Managers – 23% Physical Therapist Assistants – 22% Home Health Aides – 17% These roles aren’t just growing, they’re shaping the future of work. And they all require specific training PLUS literacy, math, and communication skills. That’s where IET shines. What Makes IET Different Concurrent Learning: Basic education, occupational training, and employability skills occur together. Contextualized Instruction: Math isn’t just math, e.g. it’s math in healthcare, math with manufacturing, or math using energy. Employer Alignment: Programs are designed with real labor market needs in mind. Why I’m All In on IET IET isn’t just a trend, it’s a movement. It’s about giving adult learners the tools to succeed in today’s economy without unnecessary delays. As workforce needs evolve, IET is the model that keeps education and employment connected. If you teach adult learners, you already know the challenge: balancing foundational skills with career readiness. IET makes that easier, and you don’t have to do it alone. Here’s a simple starting point: Collaborate with a CTE instructor: Pair your academic lessons with hands-on technical training. This partnership makes learning relevant and keeps students engaged. Start small: Choose one career pathway that most of your students are interested in, and integrate real-world tasks into your lessons. Focus on outcomes: Every activity should connect to a skill that matters in the job market. Ready to try IET in your classroom? Start by connecting with a CTE instructor and building one lesson together. Keep it simple, keep it relevant, and watch how much more engaged and motivated your learners become!
Quick Start Guide: Integrated Education & Training for AGE Instructors
By S.O.L.V.E.D. Integrated Education & Training (IET) was introduced with the reauthorization of WIOA in 2014. Its purpose is to combine workforce training, academic skills, and employability skills into a single, cohesive learning experience. IET is a: “Service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for educational and career advancement.”(Department of Labor, 2025) In simpler terms: all three components —workforce training, workforce preparation, and academic instruction —must occur simultaneously. When IET First Started Let’s be honest, when IET first rolled out, many of us were confused:How do we implement it?Are we supposed to teach technical certifications now?Do we need industry credentials ourselves? Over time, we realized that our role as instructors depends on the model our program or organization adopts. And once I understood how IET could work in my classroom, I saw the benefits firsthand: Where to Start as an AGE Instructor Although IET can be implemented at any level, I recommend starting with: Why? Because lower levels may struggle with occupational concepts that require more advanced language or math skills. Next, ask: Once you identify the target industry, it’s time to create a Single Set of Learning Objectives (SSLO). These objectives combine: What Can AGE Instructors Teach? If your program uses the single instructor model, you may not be responsible for hands-on technical training. But you can teach foundational concepts like: This model works well because it connects academic skills to real-world applications; it also adapts effectively to a shared or two-instructor model, where collaboration between AGE and technical instructors ensures students receive both academic and hands-on training. Example SSLO for NRS Level 3 Students (Health Science) Academic Content: RI.4.2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text.Occupational Content: 4.1.1 – Explain principles of infection transmission.Employability Skill: Information Use SSLO:Students will be able to determine the main idea of informational text about the principles of infection transmission and use critical thinking skills to summarize and explain how the main idea is supported by key details. As you can see, all three components are integrated to form a single learning objective. This SSLO represents what you will teach your students. You will need to create one SSLO for each occupational concept you plan to cover; while this process can be time-consuming, I have tools and resources to make it easier for you. Tools to Help You Implement IET Finding curriculum materials can also be a challenge. While online courses are helpful, many adult learners prefer printed materials, especially in correctional settings where digital access is limited. That’s why I’ve created a collection of IET workbooks designed specifically for AGE instructors. Each workbook includes: All materials have been reviewed by both AGE and CTE instructors to ensure accuracy and alignment with academic and occupational concepts. Explore these resources by visiting the “Solutions” section of my website: https://solved-llc.com Final Thoughts IET doesn’t have to be intimidating. With the right tools and mindset, it can transform your classroom and empower your students to succeed in both education and the workforce. Let’s make it easier for us and for them!