Abstract: This paper explores the role of engagement in adult learning based on Illeris ’ three dimensional model of learning and Yang’s holistic theory of knowledge and learning. Engagement and learning are integrated processes by which adult learners gain a deeper understanding and make meaning of the activities he or she is exposed to in a given learning environment. In today’s fast-paced environment, highly demanding jobs and personal responsibilities force adults to compress learning into their lives (Merriam, Caffarella, & Baumgartner, 2007). Learning is an integrated process that merges the cognitive, emotional, and social dimensions of being (Illeris, 2002). The ability of an individual to learn is an integral part of human life. Learning includes many activities, particularly for the adult learners, that both involve change, and are primarily concerned with the acquisition of habits, knowledge, and attitudes (Knowles, 1973). Learning is the interaction that occurs between the learner and their environment to help the learner become more capable of dealing adequately with their environment (Goffman, 1959). Engagement is defined as a cognitive, emotional, and behavioral state directed toward identified outcomes (Shuck & Wollard, 2009). Adults who are engaged become emotionall
