Learning in the Informal Economy: A Study of Self-Directed Learning Projects Among Master Automobile Mechanics in Accra, Ghana

Abstract

This study investigated how Master Automobile Mechanics (MAMs) in Odawna, Accra’s largest automotive repair hub, engage in self-directed learning to keep pace with evolving industry demands and technological change. The research was guided by Situated Learning Theory, which posits that learning occurs through active participation in authentic social practices and interaction within a community of practice, rather than through the passive acquisition of abstract knowledge in isolation. Employing a mixed-methods design with 215 participants, the study examined what triggers learning projects and how mechanics define their learning goals and content. Findings revealed that learning initiatives are primarily sparked by workplace difficulties, customer input, challenges with modern vehicle systems, technological shifts, and the drive to remain competitive. Learning objectives are co-constructed through ongoing interactions with clients, fellow mechanics, apprentices, and service company representatives, while content is acquired via mentorship, practical experimentation, collaborative troubleshooting, and diagnostic tool usage. Despite the potential of digital resources, their uptake is hindered by literacy and technical skill constraints. The findings underscore the need for industry-backed, literacy-conscious training programmes that complement existing on-the-job learning practices and strengthen mechanics’ capacity to adapt to new automotive technologies.

The authors' abstract, as published at the source. Journal of Adult and Continuing Education, 2026 · DOI ↗