AI Is Now a Federal Priority…….What This Means for Adult Education and CTE
By: S.O.L.V.E.D. On April 13, 2026, the U.S. Department of Education finalized a new Secretary’s Supplemental Priority on Advancing Artificial Intelligence (AI) in Education. If your first reaction was: “Okay… but what does this have to do with me?”or“Isn’t adult ed and CTE under the Department of Labor now?” You’re asking exactly the right questions. Let’s slow this down because I was quite confused when I saw this new Federal Register. What this policy is (and what it isn’t)? This Federal Register notice does not: Create a new AI grant Require programs to teach coding (a sigh of relief) Push AI tools into classrooms (well, some of us don’t want this, but AI isn’t going anywhere anytime soon…..so we might as well start preparing our learners to use it as a tool) Replace educators with technology (we know we can’t be replaced) What it does do is establish an official federal priority that may be used in discretionary grant competitions going forward. That means when competitive grants are designed, reviewers may give preference to proposals that show thoughtful alignment with: AI literacy Professional development related to AI Preparing learners for AI impacted workplaces Why are Adult Education and CTE part of this conversation? AI is already reshaping the work our learners are preparing for. Think about: Manufacturing systems Healthcare documentation tools Construction technology Logistics platforms Customer service and administrative work Learners don’t need to understand AI at a technical level. They do need to be able to use it confidently in environments where technology shapes how work gets done. That’s the readiness this policy seems to be pointing towards. Wait a minute…..I thought Adult Education and CTE were moving to the Department of Labor? What moved to the Department of Labor Under the ED–DOL workforce partnership: WIOA Title II (Adult Education) Perkins V (CTE) They are now administratively managed by the Department of Labor. DOL handles: Day‑to‑day program administration Performance and employment outcomes Workforce system coordination What did not move The Department of Education still: Sets education wide priorities and definitions Influences discretionary grants and national initiatives Shapes how “quality,” “readiness,” and “learning” are framed across systems Think of it this way: DOL runs the engine ED still designs the roadmap That means ED priorities still matter…….even if your primary funding now flows through the Department of Labor. Why integration matters more than ever? If you didn’t know, this priority sits alongside Career Pathways and Workforce Readiness. What does that mean? Federal policy is moving away from silos: Education or workforce Academic skills or employability Literacy or training The expectation is integration. This is where Integrated Education and Training (IET) becomes even more important, not as a trend, but as a structure that satisfies both agencies: ED’s focus on instruction and learning quality DOL’s focus on employment outcomes IET connects both by design. What program leaders should focus on now? You do not need an AI initiative. Ask: Does our instruction reflect today’s workplaces? Are educators supported in understanding industry changes? Can we clearly explain how our pathways prepare learners for what’s next? Are academic skills taught in context, not isolation? Programs that can answer those questions are already aligned with this priority. Adult education and CTE didn’t stop being education when the administration shifted to Labor. They entered a system where instruction has to stand up in the workforce. This AI priority isn’t a mandate; it’s a signal: Programs that integrate instruction with real-world work demands will be more defensible, more fundable, and more sustainable. That’s still where adult education meets workforce readiness.
Practical Strategies for Engaging Adult Learners Who’ve Had Negative School Experiences
By: S.O.L.V.E.D. Adult learners come to us with many different lived experiences. Some have had traumatic experiences that have shaped who they are now. This can range from natural disasters, growing up in poverty, abuse and violence, mental abuse, negative school experiences, and a host of other triggers. As instructors, we need to be mindful of these experiences when adult learners enter our classrooms. I can recall a time I had a negative school experience during a spelling test in 3rd grade. I admired and loved my teacher and was excited that she called on me to read the bonus word on the spelling test. The bonus word was “vegetable.” Well, I derive from Caribbean parents, and they pronounce certain words very differently. I proudly got ready to read the bonus word, and I said “/veg/ /eh/ /teh/ /bul/.” All of the students looked up and laughed. My teacher who I adored got upset with me and accused me of giving my classmates clues on how to spell the word and called that cheating. I couldn’t figure out how I helped every cheat and started crying. From that point on, I became extremely nervous to do any sort of speech in front of an audience. This carried on for years! Got better, but even in my adult life, I had to get involved in Toastmasters to become less fearful. I’m sure my 3rd grade teacher had no clue of the negative impact she made on me that day, but that day forever changed me. Trauma Informed Practice (TIP) has several definitions according to one’s interpretation. Still, the general definition of TIP is a way to help and understand people who have experienced trauma (Administration for Children and Families, 2026). This shifts the focus from what is wrong with you to an understanding of what happened to you. TIP involves multiple principles and a framework that can be applied in the adult education classroom to further understand your learners, create a safe environment, increase retention, and provide a positive classroom culture. In recent years, the shift from TIP has changed to Trauma ASSUMED. This shifts the way educators respond to the trauma our students have experienced. In TIP, we respond to trauma that adults may have shared with us, but in Trauma ASSUMED, we recognize that most of our students have trauma regardless of whether they have shared it with us. Trauma ASSUMED Practices in the Classroom Creating a Trauma ASSUMED classroom will create a learning environment where your students thrive, feel welcomed, and feel a sense of community! Back in the day, these terms were unheard of. I am sure if my 3rd grade teacher could go back in time, knowing how I felt, she may have tried some of these approaches. As you think about your classroom environment and the adult learners you support, try incorporating Trauma Assumed practices and notice the positive shifts that begin to take shape. Sources https://headstart.gov/browse/tag/trauma-informed-practices
What Adult Educators Should Look For When Choosing Materials for Adult Learners?
By: S.O.L.V.E.D. Choosing the “right” curriculum for adult learners takes time, careful observation, and a grounded understanding of who our students are. Adult learners bring lived experience, cultural identities, and specific goals into the classroom. The materials we choose should reflect those realities and move learners towards success. There is not a lot of rigorous research focused specifically on how curriculum choices affect outcomes in adult education. That gap makes our selection process for curriculum and materials even more important, as we often operate with limited evidence that is directly tailored to our context. Several overviews note a general shortage of curriculum effectiveness studies, which reinforces the need for local vetting and shared decision making when we adopt materials. What strong curriculum looks like for adult learners A solid curriculum for adult education does a few things well: What the evidence suggests about curriculum choice? While adult education has limited research on curriculum selection, there is relevant evidence from large‑scale analyses that curriculum materials can produce meaningful differences in student outcomes. One study that examined multiple widely adopted math programs found that a single curriculum consistently outperformed the others, with gains on the order of roughly 0.05 to 0.08 standard deviations on state tests and with advantages persisting in upper elementary grades (Koedel, Li, Polikoff, Hardaway, and Wrabe, 2017). The authors emphasized that these gains came at essentially no extra cost because textbooks are typically similarly priced, which means smarter selection can yield measurable improvement without new spending (Koedel, Li, Polikoff, Hardaway, and Wrabe, 2017). Here is the lesson we can carry into adult education. Curriculum choice matters. Even modest differences in materials can add up to meaningful differences in learning over time. Given the research gap in adult ed, our programs benefit from structured, transparent adoption processes that surface the best fit for our learners (Achieve, 2017). How we ran Curriculum Day To make selection smarter and more inclusive, we hosted a professional development day called Curriculum Day. The goal was simple. Put high‑quality options in front of instructors, give them time to explore, and center their expertise in the final decision. We invited several publishers to present their programs. Instructors reviewed samples, asked practical questions, and considered how each option would work with their learners. At the end, instructors completed an anonymous vote. They rated the materials and explained why their top choice would support both their teaching and student success. This approach built ownership and clarity. People understood the tradeoffs, and they stood behind the final decision because they helped make it. From adoption to a clear learning path Selecting materials is the start, not the finish. The next step is a scope and sequence that turns resources into a coherent path. Some curricula include a strong scope and sequence. Others require us to build or adapt one. Either way, the goal is consistent. Skills should build logically. Instructors should know where to differentiate and how to pace instruction. Learners should see their progress from one unit to the next. A clear scope and sequence also helps teams align expectations across classes and sites. That alignment makes onboarding new instructors easier and reduces variation in learner experience. Why quality and process both matter Quality curriculum supports clearer instruction, stronger engagement, and more confident learners. The process we use to choose it matters just as much. When instructors participate, adoption is smoother, use is deeper, and adjustments are smarter because they come from real classrooms. Adult learners deserve materials that are aligned, inclusive, flexible, and welcoming. Until there is a stronger research base in adult education, we can rely on thoughtful selection, transparent processes like Curriculum Day, and a well‑designed scope and sequence to give students the best chance of success. Sources Koedel, Li, Polikoff, Hardaway, and Wrabel. (2017). Mathematics Curriculum Effects on Student Achievement in California. (2017). Summary of effect sizes and key implications about curriculum choice and cost. [journals.sagepub.com] Achieve. (2017) “What the Research Says” overview noting the limited evidence base and the importance of curriculum selection.
Digital Literacy for Adult Learners
At S.O.L.V.E.D., we believe digital literacy is the foundation for success in today’s workforce. It is more than knowing how to use a computer. Digital literacy means being able to find information, communicate, solve problems, and stay safe online. For adult learners, these skills are essential because so many everyday tasks now happen digitally: job applications, school and college forms, banking, health portals, and staying connected with family and community. With the rise of artificial intelligence, digital literacy is more important than ever. AI tools are changing how we work, learn, and interact online. Adults who understand technology can take advantage of these tools instead of feeling left behind. Strong digital skills help learners evaluate information, protect their privacy, and use technology to improve their lives. When adults build these skills, they gain more control over education and employment. Digital literacy opens doors to opportunity. How Programs Can Support Digital Literacy Many adult education programs use a Digital Literacy Curriculum Guide to match learners with the right starting point. These guides consider assessment scores, comfort with technology, and access to devices. The goal is to make technology a tool for learning, not a source of frustration. Instructors can use these guides to: Identify learner needs Choose tools that fit each learner Provide structured practice with real-world tasks View the Training Guide:Click here to access the Digital Literacy Training Guide Free Digital Literacy Resources GCFGlobal (GCF LearnFree)https://edu.gcfglobal.org/en/Offers short lessons on computer basics, the internet, email, and software like Word, Excel, and PowerPoint. Learners can work at their own pace and build confidence with everyday tasks. DigitalLearnhttps://www.digitallearn.org/attachments/3771Provides simple modules created by public libraries. Topics include using a mouse and keyboard, searching online, creating an email account, and preparing for online job applications. Northstar Digital Literacyhttps://www.digitalliteracyassessment.orgOffers quick assessments to show what learners know and what they need to practice. Programs can use scores to place learners in the right classes and provide certificates for employers. Google Applied Digital Skillshttps://edu.exceedlms.com/student/catalog/list?category_ids=10934-applied-digital-skillsUses video-based projects to teach tools like Google Docs, Sheets, and Slides through real-life tasks such as creating resumes and tracking budgets. DART Digital Literacy and ESL Curriculumhttps://tcall.tamu.edu/dart-DL-ESL-Curriculum.htmlDesigned for adults building English and digital skills together. Activities connect to real situations from work, family, and community life. S.O.L.V.E.D.: Where Education Meets Workforce Readiness