The COVID-19 pandemic has unleashed an unprecedented impact on our world. In a short period of time, it has exposed deep and entrenched inequalities between and within societies and has prompted a radical rethink of the purpose and function of education. It is clearly no longer sufficient to impart learners with mere curricular knowledge. It is imperative that learners learn 'how to learn' and understand the process of becoming and being a learner. 'Learner Identity' is an emergent construct linked to learning 'how to learn'. This paper interrogates the relevance of learner identity for educators and for adult learners in a post-COVID-19 world.