摘要：This article aims to identify, measure, and deeply understand the educational trajectories of non-traditional students (students over the age of 26 who are enrolled following a break in their formal educational trajectory) studying for education degrees in the Czech Republic. To fulfll the aims, we adapted previously identifed types of educational trajectories that are traveled by non-traditional students to the circumstances of the Czech higher education system. We measured the distribution of three types (deferrers, returners, and recurrent learners) in a sample of 713 non-traditional students. We found that the types were nearly evenly distributed, with a slight prevalence of deferrers. For a deeper understanding of these types, we analyzed 30 narrative interviews. Qualitative data revealed each group’s specifc features, including their attitudes toward higher education studies, their academic enculturation, and their academic skills. We suggest that the returner type should be split into two categories for more specifc quantitative analysis. On the basis of our research, we offer tailored recommendations for supporting particular groups of non-traditional students.
