Supporting Mature-Aged Early Childhood Students’ Online Learning in Australian Higher Education

Abstract

In early childhood initial teacher education, a growing number of mature-aged students with diploma qualifications and years of professional experience are undertaking their early childhood teacher degrees through online modes. Given the national staff shortage of early childhood teachers and the important role of higher education in professional development, it is crucial to support these students’ success in their online learning. Drawing on the critical reflection theory and the notions of “reflection-in-action” and “reflection-on-action”, this autoethnographic study examines a university lecturer’s perspective on the challenges of teaching mature-aged students in online Bachelor of Early Childhood Education programs. Four themes have been identified from the current study: the need for step-by-step technical support for the online learning system; acknowledgment of students’ practical experience contributes to online tutorial classrooms; the need for guidance for ethical and responsible use of Generative Artificial Intelligence (GenAI) in class discussions; and interactive dialogic guidance to support their assessment preparation. This study also included specific pedagogical adaptations to support these students, including offering technical support to assist mature-aged students in transitioning to university study, drawing on students’ professional knowledge to promote active engagement, providing interactive guidance to support understanding of assignment instructions, integrating open discussions about the use of GenAI in online class activities, and asking follow-up questions to encourage critical thinking. This study deepens our understanding of how university educators support mature-aged ECE students in their online learning through tailored pedagogical adaptations that align with their unique needs.

1. Introduction

There is a growing number of mature-aged students who attend higher education through non-secondary education routes (Jackson et al., 2023). These students access higher education through Vocational Education and Training (VET) qualifications or pathway programs, which require students to complete a Diploma-level qualification before entering higher education. Unlike students who attend higher education after their secondary education, mature-aged students are defined as “being 21 years of age or older at commencement of their course” (Crawford & Emery, 2021). For example, in Australia, for early childhood education (ECE), many students with a Diploma-level qualification enter early childhood education degree study via accelerated pathway programs. These pathway programs only require two years of study. To be eligible to enrol in these programs, students are required to complete a Diploma-level course in early childhood education (ranging from 12 months to 24 months) before commencing their study of a Bachelor of Early Childhood Education. These students then transition into the second year of their undergraduate studies. They are often required to have prior work experience in early childhood education and care (ECEC) settings.

Degree-qualified early childhood teachers (ECTs) are highly demanding professionals in Australia, as the sector has faced significant staff shortage (Australian Government, 2025). According to the 2021 Early Childhood Education and Care National Workforce Census, only 11.9% of early childhood professionals hold a Bachelor of Early Childhood Education (Australian Government Department of Education, 2022). The Early Childhood Education and Care Workforce Capacity Study Summary Report predicts that the ECT occupation will continue to experience a staff shortfall by 2034 (Australian Government, 2025). The report also calls for support to encourage more diploma-qualified educators to pursue ECT qualifications in higher education.

Research found that higher levels of early childhood education qualifications are positively associated with higher-quality learning environments in early childhood education (Manning et al., 2019). An early childhood education degree qualification stands as evidence to show how educators support children’s learning and development (Nutbrown, 2021). For example, early childhood degree-qualified educators were more likely to have a deep conception and child-centred pedagogies of language development compared with less qualified educators (Han & Degotardi, 2021; Zheng et al., 2026). Given the critical role of early childhood educators in supporting young children’s learning and development, it is important to help mature-aged ECE students succeed in online learning as they work toward their teaching qualifications.

1.1. Challenges for Mature-Aged ECE Students

There has been a steady growth in the number of student enrollments in online courses at universities (Bawa, 2016; Fan et al., 2024). However, many online students faced challenges, which led to student disengagement and attrition (Bawa, 2016; Kahu et al., 2013). These challenges are also evident in mature-aged students. Prior studies have explored the learning experience of mature-aged students’ online learning in higher education (Stone & O’Shea, 2019; Crawford & McKenzie, 2023). These studies focused on mature-aged students’ challenges of online study in higher education through students’ interview data. For example, drawing on interview data from students and university staff across 15 Australian universities, Stone and O’Shea (2019) found that online mature-aged students faced challenges such as managing parental responsibilities and difficulties navigating technology. Also, in a study of students from regional and remote areas in Tasmania, Australia, data from semi-structured interviews with current and prospective mature-aged students suggested that these students experienced challenges in developing a sense of belonging in their higher education studies (Crawford & McKenzie, 2023). Crawford and McKenzie (2023) further highlight the need for local support and funding for these students to develop their sense of belonging in higher education. A recent study examined mature-aged students in STEM programmes through a mixed-methods design and highlighted the important role faculty play in supporting students’ well-being (Jekabsone et al., 2025). The study suggests that adapting teaching approaches to the needs, life circumstances, and diverse experiences of mature-aged students can enhance their academic success, relational well-being, and overall integration into higher education environments (Jekabsone et al., 2025).

It is crucial to support mature-aged online student retention and engagement. For example, Fan et al. (2024) proposed three key elements of subject-level support in online learning, which include content design, pedagogical strategies, and teacher-student communication. Fan et al.’s (2024) study highlights the importance of employing technologies to maximise interactions through online discussion forums, quizzes and other online activities. In addition, a recent systematic review also synthesised how pedagogical design facilitated students’ independent learning with a student-centred lens (Theelen & van Breukelen, 2022). This review identified the following aspects of pedagogical support: content scaffolding, process scaffolding, peer-to-peer learning, and formative strategies (Theelen & van Breukelen, 2022). These studies and reviews underscore the crucial role of technology in providing pedagogical support in the online learning and teaching process (Bennett & Lockyer, 2004).

In addition, Generative artificial intelligence (Gen AI) presents challenges to education, with AI tools becoming increasingly prevalent in higher education (Shomotova et al., 2026). As a result, AI literacy has become crucial for students, including mature-aged learners, to critically assess and responsibly use these technologies (Shomotova et al., 2026). However, AI literacy is an emerging area in higher and adult education, highlighting the need for expanded educational opportunities in this field (Laupichler et al., 2022). The current study further underscores the need to develop mature-aged students’ AI literacy to support their engagement and success in online learning environments.

1.2. The Current Study

Existing research has not focused on university lecturers’ perspectives on their agency and experience in supporting ECE mature-aged students’ online learning. It is also important to note that, unlike many other mature-aged cohorts, mature-aged ECE students enter the program with rich professional experience in the sector (as it is an entry requirement). This prior experience may contribute to learning experiences that differ from those of mature-aged students in programs that do not require prior work experience. Given the increasing number of students entering higher education through accelerated pathway programs across various disciplines (Jackson et al., 2023), it is crucial to understand lecturers’ experiences and reflections on teaching this cohort of students. The findings of this paper may have wider implications for supporting university lecturers and students participating in different modes of accelerated pathway programs.

In higher education, university lecturers’ critical reflections play an important role in understanding students’ diverse learning progress, developing pedagogical practices, and driving for changes to better support students’ learning (Myllykoski-Laine et al., 2024). University lecturers’ reflections not only support their own teaching practices but also benefit students in achieving better learning outcomes (Kolajo, 2025). Particularly, reflective teaching in higher education helps lecturers understand students’ diverse needs and engage students’ participation to create inclusive learning environments (Kolajo, 2025). Therefore, exploring lecturers’ self-reflection on teaching these ECE mature-aged students would provide us with insights into supporting both lecturers and students for their teaching and learning experience. Ultimately, it would further contribute to improved student retention in progressing toward their ECTs in higher education and help sustain a greater number of high-quality ECTs who support all children’s learning and development.

Therefore, drawing on the first author’s critical reflections, the present study aims to answer the following research questions: (1) What were the challenges of teaching these ECE mature-aged students online? (2) What was a university lecturer’s lived experience in supporting ECE mature-aged students’ online learning through pedagogical adaptations?

1.3. Teachers’ Reflection in Higher Education

Harvey et al. (2016) addressed the benefits of reflection in learning and teaching in higher education. These include reflection supports learning; critical reflection leads to transformative learning; reflections involve multiple ways of knowing and contexts, and reflection links to praxis. Although the importance of critical reflection has been highlighted in previous studies, Harvey et al.’s (2025) recent review suggests that many studies focused on teaching students’ self-reflection, while less research has been conducted to understand university lecturers’ reflection. In addition, the review identifies research gaps in reflecting on the role of Generative Artificial Intelligence (GenAI) in higher education classrooms, as well as in the reflective practices of online teaching (Harvey et al., 2025).

While little research has focused on higher education teachers’ self-reflection, Myllykoski-Laine et al.’s (2024) recent study provided valuable insights through a combination of a research-based self-reflection tool, HowUTeach, and individual interviews with higher education educators. Their thematic analysis indicated how teachers’ self-reflection supports both their teaching self-efficacy and personal well-being. More importantly, this study found that higher education teachers value the importance of self-reflection and also call for greater support to engage in reflective opportunities (Myllykoski-Laine et al., 2024).

1.4. Theoretical Framework of Critical Reflection

This study is drawn on Schön’s (1983) critical reflection theory. Schön’s (1983) critical reflection theory was grounded on Dewey’s notion of “reflective thought” and “belief”. According to Dewey, belief must be grounded in evidence that can be examined in terms of both the truth and the basis on which they are supported (Liu, 2015). Dewey also proposed that teachers can be open to the thoughts that differ from their own beliefs and demonstrate open-mindedness in seeking different solutions to problems that need to be solved (Liu, 2015). Zeichner and Liston (1996) further addressed that teachers are responsible for their teaching objectives, as well as for critically reflecting on whether their teaching outcomes are beneficial for learners and in what ways.

Inspired by Dewey’s notion of learning through and reflecting on experience, Schön (1983) identified the importance of reflection during and after the action or the incident in focus, which includes the notion of “reflection-in-action (during)” and “reflection-on-action (after)”. While “reflection-in-action” refers to real-time adjustments and reflections that occur during the lecture, “reflection-on-action (after)” refers to the reflection of your teaching practices after the lecture to inform future practices (Kolajo, 2025). Teachers’ reflective practices shape pedagogical excellence as teachers are able to identify their strengths and weaknesses and adapt to the needs of their students (Kolajo, 2025). The two frames of “reflection-in-action (during)” and “reflection-on-action (after)” suggested that teachers’ reflection on their actions can generate new knowledge, and in turn, inform new action (Liu, 2015).

Grounded on the previous theories of critical reflection, Liu (2015) proposed two dimensions in critical reflection: the content and the processes. Content refers to teachers’ established assumptions about teaching and learning and wider implications, while processes refer to analysing, questioning and critiquing the assumptions and implementing changes (Liu, 2015). Liu (2015) emphasised that the goal of critical reflection is to drive actions for supporting students’ better learning and increasing educational equity for all students. In addition, Liu (2015) proposed the six steps of critical reflection: 1. Identify assumptions; 2. Acknowledge the contexts of assumptions; 3. Explore alternative ways of thinking; 4. Develop reflective scepticism; 5. Take actions to change their previous teaching practices; and 6. Reflect on the new actions to inform future teaching. In this study, our analysis on “reflection-in-action (during)” and “reflection-on-action (after)” would be grounded on these theories and the steps of critical reflection. We adapt Liu’s (2015) dimensions and steps of critical reflection in the current study. For example, in-the-moment decision-making or pedagogical adaptations during online learning and teaching, such as providing step-by-step technical guidance, were categorised as “reflection-in-action (during)”. On the other hand, pedagogical adaptations made after reflecting on the first author’s teaching, such as considering open discussions around the ethical use of GenAI tools, were categorised as “reflection-on-action (after)”.

In addition, this study is guided by the notion of imaginaries (Pantazidis, 2026). Social imaginaries allow individuals to imagine their interactions with others and shape expectations of others’ performance and behaviours. In the current study, these imaginaries inform university educators’ expectations of students’ online learning and provide a space for educators to reflect on pedagogical adaptations during and after teaching (Pantazidis, 2026).

2. Methodology

This study employs a critical self-reflective autoethnographic approach. It focused on the first author’s “reflection-in-action (during)” and “reflection-on-action (after)” during her online teaching experience with ECE mature-aged students in Australian higher education settings. This study employs “researcher as the participant” autoethnography, which emphasises self-inquiry through critical reflection on lived experience, enabling the researcher to understand their personal and professional growth over time (Adams et al., 2021). Autoethnography is a qualitative inquiry approach that enables individual researchers to analyse their personal experience in relation to particular contexts and implications. The heart of autoethnography is the theoretical concept of reflexivity, which Goodall defines as “the process of personally and academically reflecting on lived experiences in ways that reveal the deep connections between the writer and his or her subject” (Goodall, 2000, p. 137). This requires the participant researchers to turn on the lens of self to interpret the phenomenon and the world they experienced. Through the first author’s autoethnography, drawn from her reflection journals, this study enables her to construct narratives that explore a university lecturer’s understanding of her online ECE students’ challenges, and how she developed her pedagogical adjustment to support them (Adams et al., 2021; Ji et al., 2025). This study investigates a university lecturer’s lived experiences teaching mature-aged ECE students in Australian higher education. An autoethnographic approach is well-suited to this research purpose.

2.1. Researcher Positionality

The first author is a qualified early childhood teacher. She also holds a PhD in early childhood education. She has extensive lived experiences in teaching both mature-aged ECE students and other university ECE students across different ECE units. During her teaching and research experience, she understands different challenges in teaching mature-aged students with in-service experience and students as pre-service teachers (who have not worked in ECE). She has developed strong knowledge about her students and how to support their learning needs.

The second author is the first author’s critical friend, work mentor and lead lecturer as she oversees the ECE program in one of the institutions where the first author is working. She encouraged the first author to document her reflection and provide peer feedback on her teaching practices. She has rich experience in developing and teaching mature-aged students across Australian institutions. She has a PhD in early childhood education. The contribution of insights from the second author ensures the study’s methodological rigour.

2.2. Data Collection

The data are drawn from the first author’s reflection journals after online tutorial classes from February to September 2025 in one of the Australian universities that provides a Bachelor of Early Childhood Education program for mature-aged students. The data were collected according to the following criteria: (1) entries that are relevant to addressing the research questions, and (2) entries that are grounded in “reflection-in-action” and “reflection-on-action.” In many Australian universities, students can access all the pre-recorded lecture videos and course content in their online learning systems. Apart from that, students need to attend face-to-face or online tutorial classes to meet the requirements of the programs. The tutorial class activities are designed to deepen students’ understanding of the concepts and topics presented in the lectures. During online tutorial classes, students are encouraged to interact with lecturers for any inquiries. The first and second authors met weekly or fortnightly for the purpose of professional development and to identify any issues that arose during classes based on the first author’s reflections. The first author also kept reflection notes during and after dialogue meetings with the second author.

Given the nature of the data and the methodology in this study, ethical approval was not required by the authors’ affiliations. The research involves self-reflection on the first author’s professional experiences and does not involve human participants, personal data from others, or identifiable third-party information. When describing experiences that involve others, we have committed to using non-identifiable descriptions in expressing any experiences with others (NHMRC et al., 2025). According to the National Statement on Ethical Conduct in Human Research (NHMRC et al., 2025), research that does not involve human participants—as defined by the Statement—does not require review or approval by a Human Research Ethics Committee (HREC). On this basis, formal ethics approval was not required for this study.

2.3. Data Analysis

We employed thematic analysis in this study (Braun & Clarke, 2006). Thematic analysis enables us to identify keywords and connect the meanings that emerged from the common patterns of the data set (Braun & Clarke, 2006). The first author imported her reflection notes into NVivo software 12 and developed coding themes. Thematic analysis was conducted following five steps (Braun & Clarke, 2022). First, the first author familiarised themselves with the data by reading the reflection journals multiple times. Notes were taken to document the initial trend observed in the data. Second, initial codes were generated by the first author with relevance to the research questions. For instance, “Students need technological support”. Third, themes were identified by reviewing all the codes, with both authors meeting to discuss and refine the codes. After this step, the first author revised and exported the initial themes. One example of the initial theme is “Technological support and guidance for mature-aged ECE students”. Fourth, potential themes were reviewed and discussed with the second author multiple times. The fifth step involved defining and naming themes with all authors. Key themes were developed based on the notion of reflection-in-action (during the class) and reflection-on-action (after the class). Analysis continued until reflection journal entries no longer yielded new themes, ensuring that the data adequately captured the first author’s reflective experiences. The first author identified challenges and positive moments that occurred during her teaching practices. She also documented her adaptations to practices and noted support that should be provided to both students and herself for future teaching. The key themes and relevant findings are presented in the following section.

3. Results

Four main themes were identified through the lens of the first author’s reflection journals, relating to the challenges faced by mature-aged ECE students and the positive moments that occurred during online teaching and learning. The first two themes addressed the first research question, while the third and fourth themes responded to the second research question. Each theme is discussed in turn below. The pronoun ‘I’ is used to present each theme. The paragraphs in italics are extracted from the first author’s reflection journals.

3.1. Theme 1: Need Technical Support and Guidance on Online Learning System

The first theme concerns digital literacy. Mature-aged ECE students, especially those new to higher education, require more technical support and guidance on the online learning system than I expected. Reflections showed that technical assistance was frequently requested throughout each semester, where many students expressed difficulties that they had encountered in getting themselves familiarised with the online learning system, as described below:

“Where can I find this book chapter? I could not open this reading…” During our first online tutorial, first-year students asked many questions, particularly about navigating the online learning system. I feel quite surprised that students were unfamiliar with Canvas (the online learning system) and requested step-by-step guidance, including accessing the virtual room, opening readings under reading lists, and searching for specific learning modules. For example, they struggled to open an article under ‘Reading list’ during one tutorial session. Although they could locate ‘Reading list’, they were confused about opening a specific article and often needed step-by-step guidance. They did not know that they needed to click the title of the article to access it. I also reflected on how online learning platforms may disadvantage mature-aged students and how inclusive higher education can design learning systems to support diverse student cohorts.

(Reflective notes; 18 February 2025)

Initially, I assumed that all students would be familiar with navigating the online learning system and did not fully consider their diverse learning profiles. However, frequent requests for technological assistance challenged this assumption. These experiences highlighted that mature-aged students who were new to undergraduate study often required additional support in developing technological competence. This prompted me to recognise students’ limited technological knowledge and provide appropriate scaffolding to facilitate their engagement with online learning. Based on my observations, it took a longer period for mature-aged students to adjust to the online learning system, and I found it helpful to give detailed navigation instructions of the learning management system (LMS). I adapted my teaching after several students repeatedly asked for technology-related assistance during one online tutorial session. Sharing my screen and demonstrating how to open one article or find relevant resources in learning modules helped students reduce technological issues they were struggling with. For example, “To read the full text online, click the Reading List button in the navigation portal, locate the article title, select ‘View Online,’ and then click the database name.” More time may need to be allocated to support mature-aged students in transitioning to university study. This is particularly important at the beginning of each semester when they may feel overwhelmed by learning how to navigate the online learning system. For first-time higher education students, this challenge can be even more significant.

3.2. Theme 2: How to Use GenAI Ethically During Online Class Discussions

Open-ended questions play an important role in engaging students online and fostering open discussions. Although mature-aged students were encouraged to respond to open-ended questions by incorporating their practical experiences and clarifying the questions using contextual examples, they sometimes generate responses using GenAI tools. GenAI use has been observed during online class discussions. I was concerned that students may rely on GenAI tools to replace, rather than support, their roles as active participants in online discussions. Broad and general answers were frequently observed in the chat box, raising concerns about the extent to which students were meaningfully engaging with the course content. This potential reliance on GenAI may limit opportunities for critical dialogue by reducing students’ active participation in discussing, questioning, and applying theoretical concepts. Students seemed to ignore the instructions in questions that ask them to draw on their practical or personal experiences. I reminded them multiple times to share their practical experience or other relevant examples.

To engage mature-aged students online, open-ended or reflective questions were commonly used to encourage two-way communication. However, when there were too many open-ended or reflective questions, I found it hard for students to engage actively, and some may have used GenAI, such as ChatGPT, to answer these questions. For instance, they copied and pasted everything from GenAI software, including prompts such as ‘Would you like me to show you a sample outline or draft for this reflective question?’. I felt disappointed when I saw the responses generated by GenAI tools and reflected on my evolving role as a facilitator in balancing technology use with the development of students’ critical thinking.

(Reflective notes; 5 August 2025)

Having seen this, I decided to make a pedagogical adjustment to promote their critical thinking skills. Some students honestly expressed that they found GenAI to be a ‘game changer’. I realised that discussions about how to use GenAI tools ethically are both essential and urgent, particularly regarding their responsible use in alignment with academic integrity. I encouraged them to connect their responses with specific examples from their practice in ECE. One strategy was to ask follow-up questions if they had provided broad answers. For example, one student mentioned that they have used an “anchor in” approach as one important way to support children’s emotion regulation. I asked for specific details, such as how this “anchor in” technique is practised in their centre (for instance, whether it involves using a designated calming object, a routine, or a particular activity that helps children manage their emotions). I have also invited them to provide better answers than GenAI tools by asking, “How does this concept relate to what you have observed in your workplace?” In this way, they needed to refine the AI-generated responses by incorporating their own perspectives or practical examples. I also reminded them that GenAI can produce unverified information. By drawing on their practical knowledge, I expected them to demonstrate their understanding and help readers visualise the problem.

3.3. Theme 3: Acknowledge Their Great Practical Knowledge and Experience Brought to the Virtual Classroom

The third theme that emerged from the reflections is acknowledging mature-aged students’ practical knowledge and experience brought to the virtual classroom. After a long day’s work in early childhood services, engaging mature-aged students in online learning becomes challenging. In addition, despite having ample practical experience in the early childhood sector, they may find it hard to understand theoretical knowledge. Incorporating reflective questions that are closely related to their practical knowledge and experience was found to be effective in encouraging them to actively participate in online discussions or share valuable resources:

After several online tutorials, students became more familiar with navigating the online learning system. However, student engagement during online sessions still presented challenges. I have been reflecting on how to engage students meaningfully online. From observations of a few online tutorial sessions, I found that students actively engaged in classes when asked to share resources they had used at their centre. We had a great discussion around mathematical resources for young children in early childhood education. They either shared physical resources by using the camera or by providing verbal explanations with photos. By the end of that session, many students had commented that they would like to try out some resources recommended by their peers.

(Reflective notes; 11 September 2025)

While these students are new to university contexts, they bring substantial experience as early childhood educators. I recognised that their working experience should be utilised to build their confidence in online learning and develop the ability to link their experience to ECE theories. They were enthusiastic about sharing their practical experience or knowledge gained through years of working experience. I have observed genuine smiles when the resources they shared were acknowledged by other students or me. They were more motivated when their practical knowledge or experience was appreciated. To further scaffold their understanding of complex theories, case studies and scenario questions were integrated into tutorial sessions to support students’ understanding of theoretical concepts and strengthen the connections between theories and their professional practice. Some case studies evoked rich discussions. For example, when we discussed children’s risky play in ECEC services, they critically questioned the boundaries and the balance of encouraging risk-taking. These case studies helped students connect theories with their practical experience.

3.4. Theme 4: More Interactive Support for Assessment Instructions Is Needed

Apart from asking questions about navigating the online learning system, students actively inquired about assignments. Assignment instructions are clearly described on their online learning system, alongside an explainer video. However, I found that mature-aged students still required further scaffolding through dialogue or discussions. Instead of checking detailed assignment instructions and videos, most students prefer instant guidance on their assignments. They have often asked me for additional clarification on the assignment instructions, even though all the details have been provided in the assessment materials.

During each online tutorial, students actively asked questions about their assignments. Although the requirement for each assignment is clearly outlined, I realised that they still expected me to explain each assignment from the beginning. “Could you please explain the assignment? How many references do we need to include? Can we include a website as one of the resources?.” They are more likely to watch the video if given time during our online tutorial sessions. I found that they may not read the instructions provided carefully, as they often asked questions that had been clearly stated in the assignment instructions. For example, one assignment asked students to record the interviews via audio by themselves, while one student still asked if she could use the online recorded YouTube videos instead.

(Reflective notes; 2 September 2025)

I have emphasised the significance of reading assignment instructions by themselves instead of relying only on my explanations during tutorials. Students expected me to explain everything, even when I was simply repeating information that they could easily find on the online learning system. Through getting to know these mature-aged students more closely, I developed a deeper understanding of the multiple responsibilities they were balancing across study, employment, and caregiving. This shift in perspective informed and shaped my pedagogical adaptations. In relation to this challenge, I provided further interactive guidance to help them actively engage and understand the instructions for their assignments. For example, students were encouraged to share their understanding of assignments and summarise key elements on a shared whiteboard or a chat box. I asked them, “Could you note down key requirements of this assignment in the chat box or in your notebook?” In this way, I hoped students could clarify misunderstandings, build a shared understanding, and learn from their peers. Also, one assignment asked them to design STEM-related resources or activities. Some students asked whether websites were appropriate resources to include. I initiated the discussion about the assignment instructions with them. And we identified hands-on physical resources which are more aligned with the requirements of the assessment. For example, for an engineering focus, some students proposed that activities drawn on children’s picture books, such as The Three Little Pigs or loose parts (e.g., blocks), were more likely to extend children’s learning due to the open-ended features of these resources. I provided immediate feedback to deepen their comprehension of assignment instructions.

4. Discussion

This autoethnographic study aims to explore how reflective practice can inform pedagogical support for mature-aged ECE students in the Australian higher education online classroom. It has been found that self-reflection can support self-efficacy in teaching (Myllykoski-Laine et al., 2024). Drawing upon Schön’s (1983) framework of critical reflections and Liu’s (2015) stages of critical reflection, these findings are interpreted through the lens of reflection-in-action and reflection-on-action. The findings revealed four key themes: technical guidance in navigating the online learning system; the ethical use of GenAI during online discussions; implementing students’ practical knowledge into virtual classrooms; and more interactive dialogical support for assessment instructions. It should be noted that the interpretations of the four themes are drawn from the first author’s reflections, and students’ perspectives were not captured.

The notion of reflection-in-action was evident when the first author noticed that several students repeatedly requested assistance in navigating the online learning system. Drawing on reflections, a refocus on action is important to better tailor support to students’ unique learning needs (Clegg et al., 2002). In response, step-by-step guidance and detailed demonstrations were provided during online tutorial sessions. This immediate teaching adaptation reduced technical barriers for mature-aged ECE students. This theme echoes Crawford and McKenzie’s (2023) findings that not all mature-aged students have the computer skills required for online learning. Tones et al. (2009) also found that mature-aged students often had limited computer skills. Not knowing where to go for help strongly impacted their studies. Other research (Crawford, 2021; Crawford & Emery, 2021) showed that learning systems were usually designed for ‘ideal’ or ‘traditional’ students, often unconsciously. This design can make already challenging situations worse, especially for mature-aged students.

The reflections also identified the need for supporting ethical and responsible use of GenAI, particularly in responding to online tutorial questions. Some students viewed GenAI tools as game changers. This is in line with Walter’s (2024) discussion regarding the challenges of embracing GenAI in the classroom in higher education settings, as “Students uncritically using the technology and handing over the necessary cognitive work to the machine” (p. 4). Research indicated that GenAI tools have been utilised in various ways by students, primarily for the purpose of using grammar correction tools, style guides, and different types of word processing programs (Vargas-Murillo et al., 2023). Also, Walter (2024) addressed that AI chatbots such as ChatGPT and other Large Language Models (LLMs) have the potential to support personalised learning and promote critical thinking in higher education. However, the reflections revealed that students may rely on GenAI in online tutorial discussions instead of maximising their learning efforts. Upon reflection, it is crucial for university educators to initiate discussions around using GenAI tools in ways that support mature-aged students’ critical thinking.

The challenges associated with the critical and ethical use of GenAI tools further underline the need to enhance reflective teaching to cultivate pedagogical decision-making (Kamoun et al., 2024). It has been found that reflective practice supports lecturers in making informed decisions about GenAI use in online classrooms and helps them respond to challenges such as student overreliance and ethical concerns (Novoa-Echaurren et al., 2025). As a pedagogical adaptation, the first author encouraged students to link their practical or personal experience to online discussions. The adaptation is consistent with Perera and Lankathilake’s (2023) research, which underscores the importance of developing guidelines for using GenAI responsibly, as well as raising awareness of the weaknesses and limitations of GenAI tools. Another pedagogical adaptation highlights the need for dialogical reflection on the ethical and responsible use of GenAI in learning and teaching (Wehr et al., 2025). For example, prompts such as ‘how did AI assist in your learning?’ can be used to foster open dialogue among lecturers and students. Additionally, Human–AI collaboration plays a crucial role in fostering students’ critical thinking by encouraging them to critically evaluate and refine AI-generated responses, thereby reducing the risk of overreliance on GenAI (Nguyen, 2025). For example, Kim et al. (2024) suggested that university lecturers could invite students to critically review AI-generated writing tasks, identifying the strengths and weaknesses of the output. Students then provided their own insights to improve the AI-generated output (Kim et al., 2024). Reflective practices in our study highlight the importance of interactive guidance in supporting students’ AI literacy, rather than assuming that students already have prior knowledge about the critical use of GenAI. The challenges identified from the reflections drove the first author to adjust her teaching practices, developing her professional agency in supporting mature-aged students’ AI literacy development.

The third theme was the need to acknowledge mature-aged students’ practical knowledge. Through reflection-on-action, the first author recognised the value of incorporating tutorial activities that connect students’ professional experience with theoretical knowledge. This aligns with Tran (2010), who argues that giving clear instructions on linking past work experience with new learning helps students understand theory through practice. It also encourages them to reflect on their own teaching or professional approaches. Many mature-aged students bring rich professional and life experiences that have the potential to enrich tutorial discussions and contribute meaningfully to online teacher education programs. Their practical knowledge can provide authentic examples that connect theoretical concepts to professional practice. Therefore, online learning activities should be intentionally designed to draw upon and value these experiences, particularly for mature-aged students.

Finally, the first author observed a pattern that mature-aged ECE students expected her to explain each assignment, even when the information was clearly available on the online learning system. Initially, this was viewed as a lack of responsibility. However, through reflection-on-action, the fact that these mature-aged ECE students are full-time educators and have a variety of commitments to life and work reminded the first author that they may benefit from interactive dialogic guidance on assignments. Stone and O’Shea’s (2013) study indicated that mature-aged students struggle to manage their multiple responsibilities. For example, they often need to juggle work, study, and family responsibilities. Social support, such as formal and informal support from the higher education institution and family (e.g., study groups, taking over childcare), plays a vital role in helping them manage the challenges they face and improving academic performance (Andrade et al., 2024). In response to this challenge, the first author introduced an interactive guide on the assignment during tutorials. That was encouraging students to discuss key elements they found in the assignment instructions, using a shared whiteboard or the chat box to share their understanding of those key elements as a brainstorming activity. Embedding and tailoring timely and proactive support in relation to assessments is both important and highly valued by mature-aged students in online learning contexts (Stone & O’Shea, 2019).

These reflections demonstrate how Schön’s (1983) framework can enhance teaching responsiveness and support mature-aged ECE students in higher education programs. Drawing on reflection-in and on-action frameworks enables the first author to adapt her teaching to meet diverse learning needs. These findings have practical implications for supporting mature-aged students within ECE and beyond, as they transition to higher education. Although there have been attempts to categorise mature-aged students, they remain a diverse group with complex and individually situated experiences (Waller, 2006). Reflective practice emerges as a vital tool for adapting and tailoring online learning support that is responsive to the unique learning profiles of mature-aged students (Lyons, 2006; Novoa-Echaurren et al., 2025). The study has several limitations. It is based on the first author’s online teaching experience, only reflecting the authors’ perspectives and lived experiences with mature-aged students enrolled in certain ECE programs, so findings may not be generalisable to other contexts. Further research should include mature-aged ECE students’ perspectives to gain a deeper understanding of the challenges and effective teaching adaptations. Despite these limitations, this study provides valuable insights into the understanding of mature-aged ECE students’ challenges in Australian higher education settings, and pedagogical adaptations identified to support their online learning. By analysing a university lecturer’s own experience, this study contributes to an understanding of how university educators develop professional knowledge through the challenges of online teaching with the integration of digital technologies and GenAI. This autoethnographic study also provides deeper insights into supporting university lecturers’ professional development when navigating the complex pedagogical challenges of teaching online mature-aged students. The findings of this study have the potential to inform future professional development initiatives that support university educators in integrating AI education into their teaching practices, thereby enhancing their confidence in guiding students’ ethical use of AI within learning contexts (Nguyen, 2025).

5. Conclusions

The present study contributes to understanding the challenges faced by mature-aged ECE students in higher education and the pedagogical adaptations employed to support their learning. Based on Schön’s (1983) reflection framework, four themes were identified from the first author’s reflection journals, which were associated with technical concerns, ethical and responsible use of GenAI, acknowledging mature-aged ECE students’ practical experience, and interactive guidance on assignments. These findings highlight the need for higher education institutions to reflect on their current services and support provided for mature-aged students and university educators. Since mature-aged students may have different profiles, it is important to ensure that the services and support offered are student-centred (Heagney & Benson, 2017).

The following suggestions can be considered to support mature-aged ECE students in their online learning: (1) A series of workshops focusing on familiarising students with the online learning system and academic writing skills could be provided prior to each semester (Fan et al., 2024); (2) acknowledging students’ prior experience and knowledge in practice, provoking rich discussions, such as sharing resources or linking their practice in response to reflective questions; (3) providing workshops on ethical use of GenAI for online classroom discussions and AI literacy, emphasising how GenAI can be used as a powerful tool to support their critical thinking and study (Perera & Lankathilake, 2023; Walter, 2024); (4) Integrating dialogic interactive guidance on explaining the expectations of assignments, such as inviting students to re-interpret the key elements of their assignments during tutorial. Researchers, educators and policy makers can collaborate to foster an inclusive online learning environment that supports students from diverse backgrounds (Zheng, 2025). Such efforts will also contribute to the development of higher-quality ECTs, ultimately benefiting young children in ECE settings.