Abstract: Adults are a fast—growing group of students in the Russian higher education system. Socio-demographic status, morphological and personal characteristics, as well as the specifics of adult education create significant obstacles for many of them to successfully study in higher education. In the short term, universities will have to rethink their educational programs, evaluate resources and reorganize the educational process so as to help adult students overcome these obstacles and meet their educational needs. The successful participation of adults in additional and continuing education, the elimination of barriers to learning are the key tasks of a modern university. This study was conducted using a critical analysis of the literature on adult learning to answer three questions: 1) what factors and barriers affecting adult learning are highlighted by modern authors? 2) what motives are inherent in adult students? 3) how to overcome obstacles in adult learning? Based on the results of the study, a classification of barriers in adult learning has been developed. The main motives for obtaining higher education by adult students are highlighted. The conclusion is made about the need for flexible curricula and auxiliary resources that students can adapt to the requirements of their work and life. Based on the theory of self-determination, recommendations have been developed to increase the involvement of adult students in the educational process.

Abstract: The introduction and expansion of the use of e-learning systems (ELS) in the higher education system has made the educational resources of universities more accessible, interactive and effective for students. The growth in the number of users and the amount of data in the system leads to a number of technical and pedagogical problems. These include insufficient orientation to cognition and the lack of adequate pedagogical support for the needs of students. This leads to an increase in cognitive load and an increase in the dependence of learning success on the external motivation of students. The article presents some results of the study of the problem of developing a pedagogical model to expand the context of adult education in the higher education system, conducted by the author in 2021-2023. The purpose of the article is to substantiate the theoretical and practical aspects of the model in terms of design and development of the ELS structure. The author conducted a critical analysis of the literature on the problem of using ICT to improve e-learning services. Modern e-learning systems, elements of their architecture, and problems of use in order to improve e-learning are systematized. The role of cognitive schemas and knowledge maps in the design and development of ELS is analyzed. The requirements for ELS based on knowledge mapping and the main elements of its structure have been developed. Using the results of this study in the process of designing and developing ELS will reduce the cognitive load of students and the number of refusals from the course, as well as increase the level of satisfaction with e-learning.