To more fully explore the perspectives and motivations of those two groups, we partnered with the New York-based social-science research firm Langer Research Associates. The resulting project organized two asynchronous online focus groups that met over four days in March 2025. The first group comprised 15 college students, eight in associate-degree programs and seven in bachelor’s-degree programs. The second comprised 14 work-force trainees in a mix of apprenticeships and internships or certification, licensing, and training courses. (This summary identifies the participants by pseudonyms to protect the privacy of their personal circumstances and decision-making. See further demographic information about the groups in Figure 1.)
We asked participants in both groups to discuss what they were working toward and why; how they chose that path; how satisfied and supported they felt; what challenges and doubts they have; whether college seems worth it; and, if not, what changes would make it worthwhile.
Choosing college feels relatively automatic. Not necessarily rationalizing the choice, students describe it as a default option, tradition, family expectation, or career requirement, while trainees take pride in their autonomy, in some cases defying that expectation and finding their own paths.
Many participants believe that college provides a professional advantage. Students, in particular, think college will convey discipline or legitimacy, build their networks, and expand opportunities.
However, time to degree feels like it stalls progress. Participants in both groups see college as too time-consuming. They cite the opportunity costs of four or more years of paying rather than earning.
Enrolling in college entails risk tolerance. Students are more inclined to invest time and money now for a probable long-term benefit. Trainees are less willing or able to make that bet, more skeptical of the outcome, and less comfortable with delayed returns.
Participants in both groups are eager for more guidance and support. They seek help with academic and career planning and with managing time and stress.
Self-actualization similarly motivates students and trainees. “Not only did I want a higher education, I wanted to be the first in the family to graduate college,” said Elena, 19, studying graphic design at a two-year public college in Wisconsin. Said Rose, 28, pursuing real-estate courses in Oklahoma: “Part of the reason I’m doing it is to prove to myself I can.”
The chief drawback of college is cost. “I feel like if college was more achievable financially, I would have probably went with that path,” said Camilla, 29, pursuing an internship in fashion in Nevada.
I feel like if college was more achievable financially, I would have probably went with that path.
Whether in college or not, it’s common to reinforce instruction oneself online. “I am unsure if I’m getting the training necessary, which is why I’m supplementing it with Coursera programs,” said Zoe, 22, pursuing digital-marketing courses in Arizona. Lindsay, 19, who is studying physics at a four-year private college in Tennessee, said: “I am also prepping to be a civil engineer by trying to learn the relevant software they use on the job. I mostly do this online or with YouTube videos.”
Experience brings motivation and focus for older learners. “Most of college boils down to you having to put in what you want out of it. I can only speak from my experience, but there are so many different resources available to me if I seek them out,” said Luke, 29, who is studying biochemistry at a four-year public college in New York.
Networking is cited by participants from both groups as a potential benefit of college or as an area in which colleges should try to improve. “I think that colleges could provide more events where students can network with those in the same field/interest as them,” said Diana, 18, studying math and education at a four-year public college in North Carolina. “This could be through career fairs, seminars, etc. These events would better prepare students for the transition from school to the work force.”
Participants in both groups have concerns about AI stealing their current or future jobs. “I have my concerns about AI, to be honest,” said Beth, a 25-year-old working toward her Google Data Analytics certificate in Georgia. “What I do involves a lot of data analysis, and while it takes knowledge/skill/experience for a human to interpret and effectively utilize that data, an AI model could probably do just fine at it.” Elena, the 19-year-old studying graphic design at a two-year public college in Wisconsin, said: “What I see on TikTok and overall across social media is that my major, graphic design, is not a good career to be in because you won’t get paid much unless you have connections or that AI will take over our jobs.”
To improve the college experience include:
- Structured exploration of different majors
- Courses in career development, networking, and/or the college-to-career transition, similar to those on study skills or student success
- Mandatory career-center visits
- Internship or job-shadowing requirements
- More networking support and opportunities
- More instruction on industry software tools
- Structured career guidance post-graduation
- More support for low-income students to engage in campus life and take advantage of opportunities
- More counseling, plus 24/7 chat or phone line for life coaching
- Sexual-health and wellness resources
For colleges to enroll more students include:
- Financial-aid “overhaul.” “Our parents don’t ‘pay’ for our schooling K-12 (yes, I know, taxes). But what if we added just 1-2 cents to a dollar so everyone could go to college somehow?” asked Brian, 25, studying sports management at a two-year college in Georgia.
- “Mini internships” in high school to explore careers and corresponding education and training
- Newsletters from community colleges on training options
- College-run career counseling for prospective students
- Greater awareness of tuition-reimbursement programs for employees
- More hands-on experiential learning and earn-and-learn models
- Better and more visible campus jobs
Key themes from Group 1
College offers a form of employment insurance, but students worry about the coverage.
“I just feel that my chances will be better if I do get a degree.”
—Wendy, 28, studying business management at a for-profit college in Minnesota
“Many people in college don’t actually know what they want to do in the future, so their degree could potentially be a ‘waste’ to them.”
—Diana, 18, studying math and education at a four-year public college in North Carolina
College has already helped me start to develop as a person, introducing me to new and big ideas to think about my career and myself.
The chance to explore new topics and careers can feel transformative.
“College has already helped me start to develop as a person, introducing me to new and big ideas to think about my career and myself.”
—Abby, 19, studying literature at a four-year private college in Texas
Students expect significant institutional support.
“I’m really lucky to be going to a community college that provides an amazing amount of resources, including counseling, health care, food pantry, access to laptops, etc.”
—Wynn, 24, studying art at a two-year public college in Texas
“I would tell people associated with colleges that we need all the help we can get in any way you can provide that for us.”
—Tanya, 22, studying film and media at a two-year college in North Carolina
Concerns about stress and time management preoccupy students.
“I would love more support and guidance when it comes to stress management. … My college doesn’t really have anything for that, other than stress balls/cheesy things like that they hand out.”
—Lindsay, 19, studying physics at a four-year private college in Tennessee
“The only factor that has slowed me down at all was my own mental health when I got somewhat burned out last semester.”
—Nicole, 19, studying computer science at a four-year public college in Texas
Key themes from Group 2
College’s costs are too immediate and benefits too uncertain and distant.
“Finances [have] been the biggest hurdle in pursuing further education. Not just having an immediate lack of resources, but fearing that investing in my education wasn’t a guarantee of anything better.”
—Nina, 30, pursuing a security-officer certification in Illinois
A top priority is quickly gaining practical skills that translate directly to work.
“I feel grounded and that the skills I’m learning can actually be applied to real life and actual work experience. Many colleges and schools will ‘teach’ you but not actually teach you any skills that will actually be useful or applicable for the workplace.”
—Zoe, 22, pursuing digital-marketing courses in Arizona
“We’re not out here writing essays about Mesopotamia; our energy is going directly into the information that will further our knowledge and success in our actual chosen career!”
—Beth, 25, pursuing a Google Data Analytics Certificate in Georgia
I’m currently working towards getting my CNA [Certified Nursing Assistant] license, then my EMT [Emergency Medical Technician]. It’s going pretty well. … I’ll probably work on becoming a nurse next after getting a bit of experience as a CNA.
Trainees are comfortable with or even prefer an incremental approach to career advancement.
“I’m currently working towards getting my CNA [Certified Nursing Assistant] license, then my EMT [Emergency Medical Technician]. It’s going pretty well. … I’ll probably work on becoming a nurse next after getting a bit of experience as a CNA.”
—Brandi, 19, in Michigan
“I am a certified tax preparer as well as I am currently learning to be certified in data analytics.”
—Chris, 27, pursuing an IT certification in Delaware
Self-directed learning and a reliance on personal networks fill in for a relative lack of structured support.
“I think the self-determination is important for me to reach out and seek help. I don’t think I’d be as proactive in learning my options otherwise. … I enjoy figuring stuff out.”
—Steven, 28, pursuing a license to operate heavy machinery in Massachusetts
“I am friends with two girls who did four-year degrees, and their outlook on diversity, new vocabulary, and life experience sharpens mine.”
—Heather, 25, pursuing an IT-support certificate in Michigan
Key insights across both groups
College might be beneficial but often doesn’t feel essential.
“I see my education as more of an advantage than a necessity.”
—Gina, 19, studying hospitality management at a two-year public college in New York
“I do believe that what I am learning in my classes [is] very helpful, however I do know a lot of this information is something I can find on the internet.”
—Tricia, 21, studying business at a four-year private college in California
“I [am] pretty sure I have received the bare minimum from my college.”
—Alex, 21, studying graphic design at a two-year public college in California
“I would want to go to college someday just so I can say I have a degree.”
—Adrian, 24, pursuing a pipefitting apprenticeship in Kansas
“Actual experience is the best way to learn.”
—Rose, 28, pursuing real-estate courses in Oklahoma
The focus groups were conducted by Langer Research Associates and underwritten by Ascendium. Sara Lipka, a former assistant managing editor at The Chronicle, and Alexander C. Kafka, a Chronicle senior editor, contributed to the project. Ron Coddington, editor of visuals and data at The Chronicle, contributed the graphics.
The Different Voices of Student Success
The Chronicle’s resource center shares insights about improving student outcomes, social mobility, and the reskilling of workers in the higher-ed space.
