Adult learners are attracted to learning opportunities (e.g.courseoffers)whichseem promising in terms of allowing them to match their choices to their own perceivedpredispositions.To findoutmore about their personal learningstyle,someadult learnersmay fill in a questionnaire designed by researchers who aim (and claim) to enable bothcourse providers and learners to optimise learning outcomes. The evaluation of thesequestionnaires measures learning styles using indicators developed for this purpose, butthe results are not conclusive and their utility is therefore questionable. This narrativereview critically examines some of the research which explores the usefulness of con-sidering students’ learning styles in adult education. The authors present a discussion –which remainshypothetical – onwhy theuse of learning styles measures continues to bepopulardespitetheabsenceofrigorousresearchfindingstosupportthispractice.Factorsdiscussed by the authors includeconfirmation bias(making choices which confirm ourprejudices) anduser qualification(limiting availability to trained users, e.g. psycholo-gists)aswellaslimitedresourcesandskillsinevaluatingresearch,pairedwitheducators’quest to implement evidence-focused techniques. The authors conclude that whilelearning styles assessmentscanbe useful for the purpose of reflection on strengths andweaknesses, they should play a limited role in educational choices.

• An adult learner’s learning style should informbut not limit educational choices