An integrative literature review on artificial intelligence literacy, lifelong learning competence, and learning motivation in adult education: A special focus on China

Against the dual backdrop of accelerating global digital transformation and increasing population aging, adult education is undergoing profound structural changes. Enhancing the technological adaptability and sustained motivation of adult learners has become a critical issue in the construction of learning societies. Adopting an integrative literature review approach, this study synthesizes international and Chinese scholarship to examine the conceptual foundations and interrelationships among three core constructs-Artificial Intelligence (AI) Literacy, Lifelong Learning Competence, and Learning Motivation-within the context of adult education. Literature reveals that these constructs form a dynamic and reciprocal system rather than operating in isolation. AI literacy functions as an antecedent, stimulating learning motivation by enhancing learners' self-efficacy and sense of control over technology. Lifelong learning competence serves as a foundational support, sustaining motivation through self-regulation and adaptive strategies. In turn, learning motivation acts as the psychological engine driving competence development, creating a virtuous cycle. Furthermore, this study identifies age as a critical moderating variable, highlighting differentiated mechanisms across the lifespan: while younger adults demonstrate stronger exploratory motivation and technological fluency, middle-aged and older learners exhibit a stronger orientation toward practicality and ethical awareness, with their technology acceptance significantly moderated by life experience. Based on these findings, the paper identifies gaps in existing research regarding longitudinal data and older populations, and offers targeted implications for curriculum design and policy-making, emphasizing the need for age-responsive and inclusive AI education support systems.