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A new study from The Harris Poll for the University of Phoenix uncovers a surprising knowledge gap among U.S. workers. While 90% of employees are actively learning or developing new skills on the job, nearly half do not realize that their professional experience could count toward a college degree.
These findings highlight a missed opportunity in higher education and workforce development. Evaluating prior learning, also known as credit for prior learning (CPL) or prior learning assessment (PLA), allows eligible experience gained through work, training, or military service to be assessed for potential college credit. Yet many workers remain unaware that these programs exist and how they could shorten their path to a credential.
Workers Are Learning, But Undervaluing Experience
According to the survey, 45% of employed Americans do not believe their work experience could count toward a degree. Among those without a college degree, that number rises to 57%. Even professional training and prior coursework are undervalued: 43% of U.S. adults doubt training courses would qualify for credit, and 33% don’t believe previous college coursework could transfer.
“Working adults are building skills every day, yet too many assume that starting or returning to school means starting from scratch,” says Dr. John Woods, Provost and Chief Academic Officer at the University of Phoenix. “Clear guidance and transparent evaluation of experience can help working learners pursue degrees more efficiently, reducing both time and cost.”
Cost and Scheduling Barriers Persist
Even as workers gain new skills, they face persistent barriers to advancing their education. Nearly three-quarters (72%) have declined professional development opportunities, most often citing cost (35%) or scheduling conflicts (32%).
Many are shouldering costs themselves: 55% of workers have paid out-of-pocket for training their employer did not cover, and nearly a quarter have done so more than once. Among those without degrees, almost half have self-financed training, underscoring the urgency of expanding awareness and access to credit-bearing alternatives.
A Path Forward for Working Learners
Experts say the solution lies in building a culture of “credit mobility,” where institutions, employers, and learners all recognize the transferable value of work-based learning.
“Institutions can establish a credit mobility culture that helps working adult learners understand the potential of their experience,” says Devin Andrews, Vice President of Admissions and Evaluation at the University of Phoenix. “By engaging early in evaluation, students may be able to apply more credits toward their degree progress.”
As the boundaries between education and employment continue to blur, CPL programs offer a way to bridge the two: helping Americans convert everyday learning into tangible credentials that advance their careers.
About the research
This survey was conducted online within the United States by The Harris Poll on behalf of the University of Phoenix from October 14–16, 2025, among 2,084 adults ages 18 and older, including 1,281 who are employed full-time, part-time, or self-employed.
The data is accurate to within ±2.5 percentage points at the 95% confidence level.
Read the full report at University of Phoenix.
