In current theories of adult learning, there is lack of integrative, holistic framework that would integrate different elements of learning. Moreover, well-described methodological approaches for integrating different data types during naturalistic conditions are missing. We developed an interdisciplinary research design for multilevel approach on adult learning. We collected data from student -instructor dyads in aviation (n = 6 dyads) and forestry (n = 6 dyads) simulations using both

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... ive (HRV, EEG; structured questionnaires) and qualitative (video recordings and stimulated recall interviews) data. We created a two-stage analysis protocol including modality specific pre-processing and quantification, and integrated multimodal analysis. First, the feasibility of achieving reliable physiological and neurophysiological recordings during learning experiences in naturalistic learning situations was established. Furthermore, a detailed description of subjective learning experiences was built on the basis of video-and interview data, including information on the challenges, emotions and studentinstructor interaction during the learning situation. Two types of approaches were used for each modality: 1) an analysis based on structured pedagogical states and 2) an analysis based on continuous time-course of events during the learning situation. This developed methodological approach enables us to more comprehensively understand the factors that influence individual experiences and success of learning interaction. To develop pedagogical processes, it is necessary to build bridges also between the concepts and theories as well as between different disciplines like education and physiology. Our approach to adult learning enables new research lines that can integrate individual experiences, emotions, physiological and neurophysiological reactions during learning.