The Hungarian RIA-AE national report clearly shows that Erasmus+ creates real added value in adult education. It does not only provide international contacts and inspiration, but also helps organisations offer more modern, inclusive, and learner-centred training.  

The research was carried out within the framework of the RIA-AE Network, an international research initiative focusing on the impact of Erasmus+ in adult education. More about the network and the research project is available here: https://www.ria-ae.eu/

In Hungary, the research was coordinated by the Hungarian National Agency, Tempus Public Foundation (TPF): https://tka.hu/

The research itself was carried out by Progress Consult Ltd.: https://eng.progress.hu/

The first-cycle national reports, including the Hungarian report, are available here: https://www.ria-ae.eu/partner-countries-and-national-reports

The first-cycle EU synthesis report can be accessed here: https://www.ria-ae.eu/fileadmin/user_upload/ria-ae.eu/Documents/Transnational_publications/First_survey_round/Transnational_report_2023_2024.pdf

Why does this matter for adult education professionals?

According to the report, Erasmus+ has particularly strong effects on staff professional development, internationalisation of organisations, the introduction of new methods and digital solutions, and learners’ confidence, motivation, and participation. Through participation, educators, trainers, and professional staff can bring home new pedagogical approaches, digital tools, and international experience. Organisations can build training materials, modules, and partnerships that strengthen their work in the long term.  

 

What can staff mobility offer?

The report makes it important to distinguish between staff mobility — that is, mobility for educators, trainers, and professional staff — and adult learner mobility. Staff mobility primarily supports professional development. When it is well prepared and connected to a meaningful learning process, it can strengthen professional confidence, improve language, intercultural, and communication skills, generate new ideas for daily practice, and encourage staff to work in a more open and innovative way.  

According to the report, Erasmus+ is especially valuable for staff in terms of pedagogical and methodological renewal, digital competence development, stronger international cooperation, and the creation of more learner-centred and inclusive educational practices.  

 

What can adult learner mobility offer?

The report also highlights that adult learner mobility follows a different logic and can be especially valuable for adults with fewer opportunities. In this case, the main added value is not primarily professional exchange, but the strengthening of self-confidence, communication, openness, motivation for learning, and participation in community life. This is particularly important for adults who may have had limited positive learning experiences in the past, or who face linguistic, social, geographical, or life-situation-related barriers.  

The report also shows that learner mobility works best when it is supported by strong preparation, guidance during the mobility, and follow-up afterwards. For this reason, adult learner mobility can be an especially powerful tool for involving and empowering more vulnerable or less confident adult learners in the learning process.  

 

What can KA2 partnerships bring?

KA2 cooperation projects allow organisations not only to participate in innovation, but to shape it. According to the report, partnerships are especially useful for developing new methods and learning materials, building international professional networks, supporting organisational learning, and improving the quality of training offers. 

It is also telling that 64% of respondents said that their supported activities would not have taken place at all without Erasmus+ funding. This shows how important the programme is as a driver of development.  

 

What is the key message?

The main lesson of the Hungarian report is that Erasmus+ supports professional renewal, strengthens international openness, builds organisational capacity, and opens new perspectives for both learners and professionals. At the same time, it is important to see that staff mobility and adult learner mobility do not serve the same purpose: the former mainly supports professional development and organisational renewal, while the latter can be a particularly important tool for the inclusion and empowerment of adults with fewer opportunities.  

Although such programmes help older adults keep pace with technological developments and secure their employability, the UNESCO study ‘Implementing effective reskilling and upskilling: learning programmes for older adults’ highlights that many participants continue to face fundamental challenges.

These include, in particular, a mismatch between existing qualifications and new requirements, difficulties in coping with technological change, and widespread age discrimination in the application process. Added to this are often internalised self-doubts, which lead older people to perceive themselves as ‘too old’ for further training or new career prospects.

 

Funding as a key obstacle

The study analyses and compares innovative approaches from Colombia, Japan, Singapore, Sweden and the USA.

Financing represents a key obstacle in this regard. In several of the countries examined, there is a lack of sufficient financial support during participation in further education programmes. In some cases, participants only receive remuneration once they have found employment again, which can have a negative impact on motivation. Limited funding periods or a lack of government grants also mean that many older adults are reliant on their own resources or family support. These financial barriers not only restrict access but also increase the risk of dropouts.

The study also shows that motivation and participation depend heavily on the individual’s starting point. It is particularly challenging to engage people who have been out of work for a long time or have little work experience. In contrast, participants in more formal educational settings, such as universities, often demonstrate higher levels of motivation. A target group-specific approach, supportive learning environments and financial security therefore play a decisive and encouraging role in participation.

 

Age discrimination in companies and society

Another key finding concerns the role of age discrimination. This not only acts as a barrier to entry but also influences the overall effectiveness of programmes. It manifests itself both in companies’ recruitment practices and in societal stereotypes and internalised self-perceptions among older adults. This makes the transition from continuing education to the labour market considerably more difficult. Programmes that specifically build bridges to employment – for example, through internships or job placement services closely linked to the labour market – prove particularly effective in this regard.

 

Further education yields positive effects

At the same time, the case studies analysed demonstrate that further education can achieve significant positive effects. In the USA, for example, participants were able to move directly into employment, whilst in Colombia thousands of graduates were trained and numerous start-ups were established. Concrete employment and income effects are also evident in Japan and Singapore. At the same time, in some contexts it remains unclear how sustainable the impact of continuing education is on labour market integration, as relevant data is lacking.

Beyond economic effects, the study highlights the social and personal impact of continuing education. Programmes help to reduce isolation, strengthen social networks and promote social engagement. Face-to-face formats and community-oriented learning settings in particular support these effects. Many participants also report increased self-confidence and improved ability to handle new technologies as well as changes in their life circumstances.

 

Cooperation as a key success factor

UNESCO identifies a combination of political support, institutional cooperation and design tailored to the target group as key success factors. Effective programmes emerge particularly where education providers, employers and government bodies cooperate closely and jointly develop labour market-relevant programmes. Entrepreneurship is also highlighted as an important approach, as it opens up new forms of economic and social participation for older adults.

At the same time, the study points out that older adults do not constitute a homogeneous target group. Differences in education, income, employment histories and life circumstances require tailored provision. Particularly disadvantaged groups – such as the low-skilled, people on low incomes or women with interrupted employment histories – often benefit most from continuing education, yet have the least access to it.

 

Recommended: flexible provision

To design effective programmes, UNESCO recommends flexible and personalised learning formats that take into account different needs and learning requirements. These include blended learning, individual support and practical content. Equally important is the active involvement of older adults in the development of provision, to better take their perspectives and motivation into account.

Last but not least, the study highlights the need to systematically combat age discrimination. In addition to raising awareness and establishing appropriate policy frameworks, concrete incentives for employers are also required to promote the recruitment and upskilling of older workers. Intergenerational learning formats can further help to break down stereotypes and strengthen knowledge transfer.

Overall, the analysis shows that continuing education for older adults has great potential, but that this can only be realised if structural barriers are removed, programmes are consistently tailored to the target group, and transitions into the labour market are actively supported.

The third transnational meeting of the Rescale project took place in Budapest. The partners reflected on the implementation of the “Reskilling Labs” in seven countries.

 Not only were the experiences with the labs to date summarized, but work also began on developing a handbook to support the planning and implementation of the Rescale learning model—that is, the retraining of low-skilled adults to better align with labor market needs and the provision of personalized individual support. In addition to providing support for practitioners who operate the labs and implement the programs, the project will also assist in policy and decision-making by developing a digital decision-support system.

The project website provides detailed information on the results achieved so far and the tasks still to be completed.

In our fragmented reality due to fast-paced technological, social and environmental changes, the capacity for adults to strengthen their position in society and on the labour market has become characterised by the ability whether they can adapt to new realities and engage deeply with their learning. Adults may too often find themselves in the need to re-invent themselves which can surface a number of profound questions about their identity and self-perception. Such questions can be: “Who do I want to become?” or “How will a specific learning program change the way I see things?”

Transformative learning offers a lens through which learners as well as adult education professionals, policy makers and trainers can think about not just acquiring skills, but changing perspectives and forming identity. For our community on EPALE, this concept provides a powerful foundation for designing learning that goes beyond the transactional and supports meaningful, long-term growth when we ask the question: What are we teaching for? or Who do we want our learners to become?

 

Why the focus on transformation?

Originally developed by Jack Mezirow, transformative learning theory posits that adults possess “frames of reference” comprised of assumptions, values and habitual ways of interpreting experience. When individuals encounter a deeply touching dilemma, an event or experience that challenges these assumptions, they may engage in critical reflection, discourse, and take action to adopt a more inclusive, discriminating and integrative frame of meaning. Central dimensions include critical reflection, rational discourse and action. The outcome is often not just new knowledge, but a changed way of being in the world or perceiving themselves within their social network. For adult educators this means designing learning that invites reflection, challenge and personal agency.

In practice, transformative learning models have been used in adult education settings such as women re-entry programmes, workplace training, and community-based learning initiatives. For example, Mezirow’s early work with adult women returning to higher education illustrated how new experiences resulted in changed perspectives. In the workplace, transformative approaches might involve critically reflecting on one’s role, power relations or values, and then adopting new approaches. The key is that transformation is not a quick fix – it is a meaningful shift in how learners see themselves and their contexts.

 

How to go about it?

Looking at adult learning through the “transformative lens”, a question appears crystal clear: How can adult learning professionals create meaningful learning experiences for adults? The following quote sheds bright light on the importance of context, of frame of reference in this respect:

“To facilitate transformative learning, educators must help learners become aware and critical of their own and others’ assumptions. Learners need practice in recognizing frames of reference and using their imaginations to redefine problems from a different perspective. Finally, learners need to be assisted to participate effectively in discourse.”

Several EPALE online discussion and events have revealed the importance of finding learners in the context where they are as opposed to try to guide them “back to school” with all too rigid learning curriculum that does not speak to their real-life context. The following learning settings show interesting implications:

Learning on the job

Workplace adult learning is fundamentally shaped by the real skills needs of adults in work. As it starts from the tasks, tools and responsibilities that define daily job performance, work-based training is directly aligned with what learners must apply immediately. Evidence from OECD shows that adults are most motivated to learn when training is relevant to their role or supports adaptation to technological and organisational change.

Learning in the community

Community-based adult learning programmes are shaped directly by the skills adults need in their daily lives. Participation tends to increase when learning responds to real challenges, such as digital obstacles, language difficulties of refugees. Furthermore, libraries may offer low-threshold digital and media literacy support, whereas NGOs tailor programmes to vulnerable groups, focusing on basic skills, health literacy and other civic skills necessary for navigating every-day life.

 

What’s in it for us?

For the EPALE community transformative learning offers a strategic lens for designing programmes that do more than deliver skills. It invites us to ask: how do we enable learners to critically reflect on their situation, re-frame their assumptions, and take action? In adult basic skills, for instance, transformative learning might mean helping learners not just to read and write, but to find a way to re-invent their role in society. For workplaces, it could lead employers to support their workers to move from functional tasks to being innovators. By embedding transformative concepts, EPALE users can design learning pathways that are inclusive, future-oriented and personally empowering.

Transformative learning offers adult educators a framework for programmes that are deeply relevant, empowering and future-oriented. By focusing on how adults change their meaning-making frameworks (not just what they learn) we can design learning that supports quality jobs, democratic participation and personal growth. 

In 2025 and beyond, as we integrate AI solutions, rethink learning environments and embrace non-traditional methods, the transformative lens may become a guiding principle.

Introducing innovative learning pathways for adults

The RESCALE project is piloting a new model aimed specifically at adults with limited basic skills. Each Reskilling Lab will offer:

• Tailored learning pathways to meet individual needs
• Evaluation and coaching support to bolster adult development
• Motivational resources for educators and counsellors to enhance the overall learning experience

These Labs will be piloted across seven countries: Italy, the Netherlands, Belgium, Lithuania, Finland, Hungary, and Croatia with Malta joining later. Each Lab will foster a collaborative environment, bringing together learners, educational providers, employers, and public services to explore inclusive and innovative learning strategies.

Expanding horizons

The project aims to address the challenges related to the green and digital transitions, as well as social inclusion for vulnerable adults, by creating a new European model: Reskilling Labs. These innovative Labs are designed to improve participants’ occupational positions and enhance their basic, digital, and green skills.

The Reskilling Labs integrate efficient methodologies for career guidance, counselling, and mentoring, along with innovative training materials, to promote inclusion and help workers adapt to changing job requirements. Supporting learners’ well-being is also central to these efforts, ensuring a holistic approach to their development and fostering a supportive environment that nurtures personal growth alongside skill acquisition.

Innovative approaches for growth

European Reskilling Labs serve as the core of the initiative. This effort also involves comparative analysis to understand the educational and labour-market infrastructures across Europe, with the goal of developing effective educational models and training materials for various stakeholders. Impact evaluations of learning are conducted to measure effectiveness. Furthermore, a digital manual is being developed to support professionals in scaling and implementing Reskilling Labs, in collaboration with key stakeholders in lifelong learning. The initiative emphasises developing a policy model for the European Reskilling Lab, focusing on upskilling and reskilling vulnerable adults for the green and digital economy, while ensuring ongoing dissemination and effective engagement with policymakers to maximise the initiative’s impact. A two-day project meeting in Campobasso, Italy, highlighted the project’s collaborative spirit. Project partners actively participated, showcasing a commitment to linking academic knowledge with workforce and community needs. This synergy among educational institutions, employers, and public services is vital for fostering innovative learning environments that not only promote skill development but also enhance overall social inclusion, ultimately transforming the educational landscape across Europe.

Looking ahead

The RESCALE model combines research, pedagogy, and guidance to enhance adult education systems throughout Europe, promoting innovative methods for lifelong learning and improving employability. As the RESCALE pilots prepare for launch in the coming months, anticipation surrounds the potential to bring forth innovation, inclusion, and impactful changes in adult learning systems.

The local pilot is being implemented in cooperation with the Nógrád County Vocational Training Center, at the at the training location and with the programs offered by the Nógrád County Vocational Training Center’s Szondi György Technical College and Vocational School.

Read more about the project’s focus points in Prof. Dr. Maurice de Greef’s presentation at the annual conference on the European Basic Skills Network. 

Find the project website here: Rescale.

In today’s fast-evolving job market, the need for reskilling and upskilling has never been more critical, especially for vulnerable adults in declining sectors. Many of these individuals face daily struggles and uncertainty about their future, making it all the more urgent to provide them with the skills they need to thrive. According to 2020 OECD statistics, 9% of adults aged 25-64 with an educational level below upper secondary school are unemployed. Additionally, many workers in transition, as well as unemployed and inactive adults, are not participating in adult education. 

Recognising that the green transition and digital transformation are likely to affect sectors unevenly, the RESCALE project is designed to develop an innovative approach to upskill and reskill these individuals for new tasks and jobs in the green and digital economies. By establishing an innovative Reskilling Lab model, we aim to improve the labour market position and proficiency levels of basic, digital, and green skills among vulnerable adults across seven European countries. This project aligns closely with the latest European Union policies aimed at fostering inclusivity and sustainability. In doing so, we are implementing key strategies that emphasise equipping marginalised populations with essential skills for future job markets.

Vision and ambition of the RESCALE project

The RESCALE project embodies transformative ambition:

• Lifelong learning: To provide reskilling and upskilling for diverse populations based on a European model for future skills.
• Addressing recruitment needs: To meet the hiring needs of companies by preparing retrained low-skilled workers.
• Leverage expertise: To engage with collaborators and stakeholders to support vulnerable groups.
• Empowerment: To empower individuals in education and the labour market.
• Innovative solutions: To tackle pressing societal challenges through creative methods.

By focusing on these ambitions, we aim to help low-skilled adults find sustainable employment and improve their quality of life.

Embracing the Union of Skills

The European Commission’s Union of Skills presents a comprehensive framework designed to enhance workforce skills across the EU. Launched in March 2025, this initiative aims to address skills shortages by promoting inclusivity and adaptability, and by emphasising collaboration among stakeholders across sectors. It focuses on vocational education and basic skills. By focusing on vulnerable populations, we are not just adhering to EU guidelines; we are also advancing a broader vision of economic resilience.

Prioritising basic skills and vocational education and training (VET)

One of the cornerstones of the Union of Skills is the emphasis on basic skills and Vocational Education and Training (VET). Our program is designed to integrate these essential skills, facilitating a smoother transition for participants into promising sectors. By focusing on vocational pathways, we prepare individuals not just for jobs but for careers that contribute to sustainable development.

Action Plan on Basic Skills: a foundation for learning

Launched in March 2025, the Action Plan on Basic Skills aims at enhancing fundamental skills such as reading, writing, mathematics, digital literacy, and citizenship among adults. This plan lays a critical foundation for our project as we strive to strengthen participants’ basic skills. The principles outlined in this action plan directly inform our training curriculum, ensuring that our approach is both relevant and impactful.

The EBSN policy brief

The European Basic Skills Network (EBSN) emphasises the urgent need to integrate basic skills into educational frameworks, as highlighted in its recent policy brief. This document outlines the critical role foundational skills play in helping individuals navigate the modern job market. By aligning the RESCALE project with the EBSN’s recommendations, we can effectively address skills deficits among vulnerable adults. This collaboration ensures our Reskilling Labs not only focus on immediate needs but also contribute to a society where everyone has the opportunity to thrive, supporting the EU’s objectives of inclusivity and sustainable economic growth.

Integrating green and digital skills

The European Basic Skills Network highlights the urgent need to integrate green and digital skills into educational frameworks. Our Reskilling Labs are committed to this integration, offering training that equips participants with the competencies necessary to thrive in modern, eco-friendly workplaces. This dual focus on green and digital skills aligns perfectly with EU directives, ensuring that our trainees are not just job-ready but future-proof.

Fostering citizenship competence

Incorporating citizenship education into our curriculum is essential for fostering a socially cohesive society. By engaging participants in discussions about their roles in the community and the economy, we help them build a sense of agency and responsibility, which is vital in today’s rapidly changing landscape.

Innovative teaching methods for enhanced learning

The action plan calls for promoting innovative teaching methods. We take this to heart in our Reskilling Labs by employing diverse, engaging instructional strategies tailored to the unique needs of adult learners. Our goal is to create supportive learning environments that encourage participation and empowerment.

Supporting non-formal learning

Recognising the significance of non-formal learning, the action plan encourages initiatives that cater to adult education outside traditional frameworks. Our project incorporates community-based approaches, ensuring accessibility and relevance for all participants—particularly those facing barriers to education.

Promoting public-private partnerships

The EU strategy underscores the importance of public-private partnerships to enhance training initiatives. We actively seek collaboration with local businesses and organisations, creating pathways for participants to enter the workforce with real-world skills and experiences.

Conclusion

The RESCALE project not only aligns with current EU policies but also actively implements them. By fostering basic skills and facilitating transitions into green and digital sectors, we are transforming lives while contributing to a sustainable future for Europe. Our efforts not only empower vulnerable adults but also address the pressing challenges of the modern labour market. Together, we are building a workforce equipped to meet the challenges of tomorrow, ensuring that inclusivity remains at the heart of economic progress.

Follow our progression and share the news: Help us create a brighter future! Share this blog with your network, and together we can raise awareness about the importance of reskilling for a sustainable tomorrow!

 

Sources:

Union of Skills

• Union of skills – European Commission
• Union of Skills News

Action Plan on Basic Skills

• Action Plan on Basic Skills – Comprehensive overview of the action plan aimed at enhancing basic skills across the EU.

EBSN Policy Brief

• EBSN Policy brief

Additional Resources

• European Basic Skills Network – Information on integrating basic skills in education systems.

In order to strengthen the recognition of the adult education profession, foster cooperation, and enhance the social appreciation of adult learning, the Hungarian Folk High School Society (MNT) proposed in 2025 that adult educators should be celebrated every year, in connection with the International Day of Education, designated by the United Nations General Assembly in 2018.

The proposal of the MNT was endorsed by the European Association for the Education of Adults (EAEA), and with the intention of establishing a new tradition, the first International Adult Educators’ Day in Hungary will be held on 24 January 2026.

With the involvement of various organisations and institutions, several events will take place simultaneously across the country on this day.
The central event is organised by the Hungarian Folk High School Society and its partners.

The full programme booklet of the event can be downloaded here:

Across European Union adult learning policy, the terms competence and skills play a central role in shaping educational frameworks, funding priorities, and the ambitions of a more resilient, inclusive, and competitive Europe. Although often used together, these concepts have distinct meanings with important implications for educators, policymakers, and adult learners on EPALE. In this blog, we are outlining a few conceptual approaches and try to shed light on the complexity of these terms that are relevant for adult learning especially. 

 

Understanding skills

In their 2021 conceptual framework for analysing skills and competences the Joint Research Centre defines skills “as the ability to perform a task well. Although a skill is an attribute of individuals, it necessarily refers to a specific activity (or as we are saying, act of transformation).” Cedefop also uses a task-oriented approach for skills that are defined as “the ability to apply knowledge and use know-how to complete tasks and solve problems.” This approach is reflected in the definitions of the European Qualifications Framework (i.e. the ability to apply knowledge and use know-how to complete tasks and solve problems), and in the Key Competences for Lifelong Learning (i.e. the ability and capacity to carry out processes and use the existing knowledge to achieve results). One can find the exact same definition in OECD’s 2023 Readers Companion to the Survey of Adult Skills, but with a strong emphasis on skills as a part of human capital. This approach is still somewhat focused the ’capital’ and not the ’human’ element as it views skills, competencies and other attributes of individuals that are relevant to economic activity.

Skill refers to ability and capacity across various domains – physical, cognitive, and non-cognitive. Skills are hierarchical: workers vary in skill levels, and jobs may demand greater or more complex skills than others – as JRC puts forward.

 

Competences: a wider perspective

Competence, in contrast, is a broader, holistic construct that includes not only skills but also knowledge, attitudes, values, and the ability to apply them effectively in real-world situations. The 2018 Council Recommendation on Key Competences for Lifelong Learning defines competence as a three-part concept: 

1. knowledge is composed of the facts and figures, concepts, ideas and theories which are already established and support the understanding of a certain area or subject;
2. skills are defined as the ability and capacity to carry out processes and use the existing knowledge to achieve results;
3. attitudes describe the disposition and mind-sets to act or react to ideas, persons or situations.

The EQF defines competence as “the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development.”

In adult learning, competence is tightly linked to lifelong learning, citizenship, digital participation, and personal empowerment – reflecting the EU’s vision of competent adults who can navigate social, civic, and economic life.

 

Blending the boundaries

The above-mentioned definitions have one thing in common: they define skills and competences from a utilitarian perspective – one that predominantly view human capital, skills and competences as an allowing factor to fullfilment on the labour market. While it is hard to question the role of skills and competences considering the career success, there are other approaches that capture the social, emotional complexity of adult learning. In these frameworks the skills and competences are placed in adults’ life situations, job and career being only one of such settings.

In 2020 the Joint Research Centre published a framework that moved beyond a strictly employment-related or educational understanding of skills and competences, namely the LifeComp as the “Personal, Social and Learning to Learn” was set as a key competence in 2018 by the Council Recommendation on Key Competences for Lifelong Learning. The LifeComp framework addresses Personal, Social and Learning to Learn as a set of competences. 

The Life Skills for Europe project frames education as empowering learners to expand their choices, agency, and participation in society. Rather than viewing skills merely as economic assets, it sees them as enablers of social and economic success as well as of equitable participation in social, civic, and personal life. It defines life skills as “a constituent part of capabilities for life and work in a particular social, cultural and environmental context. The types of life skills emerge as a response to the needs of the individual in real life situations.” 

The capabilities approach, rooted in the work of Amartya Sen and Martha Nussbaum, defines development not by economic growth or resource access but by people’s real freedoms to live the lives they value. It emphasises capabilities – the genuine opportunities individuals have to achieve functionings such as being educated, healthy, and socially included.

In their 2020 report Literacy for Life the National Adult Literacy Agency (NALA) in Ireland places basic skills (literacy, numeracy and digital skills) in the centre of adults’ life situations (i.e. work, family, health and wellbeing, social and community) that are linked to a wider range of societal and civic settings (e.g. public services, community, democracy etc). This view is also reflected in the European Basic Skills Network’s projects and policy work.

 

The way ahead

We can see that the way we define skills and competences show a diverse and complex picture. Beyond the conceptual approaches to these terms, there is always a wider context which captures the complexity of adults having several different roles and challenges (social, personal, emotional and work-related too). This is reflected in the Lifelong Learning Platform’s approach – a wide European network of educational and adult learning organisations: “Skill acquisition merely promotes short-termism and quick fixes, while competences are the ones which holistically promote personal development and ensure learners are ready for all challenges”. The extent to which we manage to grab this complexity is also a key factor in succeeding as adult learning professionals. 

On 29–30 September 2025, the partners of the RESCALE Project – convened in Campobasso, Italy, for the second transnational meeting hosted by Università degli Studi del Molise.

On behalf of EBSN, we are proud to highlight this remarkable European initiative, which is laying the foundation for a new model of adult upskilling and reskilling laboratories. These Reskilling Labs are being developed in the context of the green and digital (twin) transition, with a strong focus on learners with low basic skills.

Each Lab will offer:

• Customised learning pathways
• Assessment and coaching
• Motivational tools for teachers and counsellors

The Labs are being piloted in 7 countries (Italy, Netherlands, Belgium, Lithuania, Finland, Hungary, and Croatia), soon to include Malta, via diverse local partnerships involving education providers, employers, and public employment services (PES).

During the Campobasso meeting, partners reviewed learnings of the comparative country analysis and impactful practices, finalised the European Lab learning model, and validated its readiness for national adaptation in the pilot phase. The Labs’ innovative approach to learning space design, pedagogy, and career guidance was recognised as a valuable model for broader European adult education policy.

“This is an inspiring project for those seeking new, integrated solutions for the reskilling of adults with low qualifications in a rapidly changing labour market,”

Stay tuned as the RESCALE pilots launch across Europe in the coming months—bringing innovation, inclusion, and impact to adult learning systems in support of the twin transition.

Artificial Intelligence has transitioned from a futuristic concept to an integral aspect of modern life, reshaping industries, education, and interpersonal interactions. As automation becomes increasingly prevalent, the demand for skill development intensifies, particularly for individuals in low-skilled occupations. For many adults, especially those with lower-level skills, navigating the rapid pace of these advancements can be a daunting challenge.

The transformative potential of AI in adult learning offers unprecedented opportunities to address the specific needs of low-skilled learners. By enabling flexible, personalised learning experiences, AI can empower individuals to engage in training offers that are tailored to their needs. However, without careful design and implementation, there is a risk for adults with basic skills challenges to be excluded from these processes.

 

The Need for Inclusive Lifelong Learning

Across the EU, jobs are changing rapidly as AI and digital tools are becoming an increasingly prevalent part of work. According to the 2023 OECD Employment Outlook, two in five employers say that the lack of relevant skills is already holding back AI adoption in the workplace. While upskilling is a joint priority, not all learners start from the same place. For many low-skilled adults, digital learning tools can feel inaccessible or even intimidating. Past experiences of education – sometimes negative or discouraging- can also hold people back. Without targeted efforts to make learning welcoming and relevant, inequalities may grow, not shrink.

Policy plays a vital role in this respect. Investment in digital infrastructure is important, but so too is the human side – outreach, guidance, and inclusive support structures. Above all, learning programmes must be meaningful and accessible via flexible modes of completion to better fit the diverse background of the learners.

 

Tackling Uneven Access and Structural Gaps

Even as online learning expands, too many adults are still left out. A 2020 study by Kapetaniou shows that access to AI-enhanced education varies widely depending on geography, income, and infrastructure. In rural or low-income areas, limited internet access and outdated devices are still major hurdles.

However physical access is only part of the story. Cultural factors – like fear of failure, embarrassment around learning, or mistrust in digital systems – can make people hesitant to participate. For education providers, it’s vital to understand these emotional and social barriers, and to meet learners where they are.

Community-based learning centres, libraries, and trusted local organisations all have a key role to play. By co-creating programmes with learners and designing support that reflects real-life challenges, we can build more inclusive pathways that open doors rather than close them.

 

Building Confidence Through AI Literacy

Understanding AI is not only about acquiring a new technical skill – it serves as a foundation for confidence and participation in today’s world. For older adults or those with limited digital proficiency, learning the basics of how AI works can provide a gate to further development.

In a research article titled AI Literacy for an Ageing Workforce Chetty (2023) highlights how targeted AI literacy training can demystify algorithms, build trust, and reduce anxiety around digital change. These programmes work best when they use clear language, relatable examples, and practical activities. Whether it’s understanding how recommendation systems work or learning to detect bias in automated decisions, small steps can build significant confidence.

The format also matters. Blended approaches that mix face-to-face guidance with practical usage of technology tend to be more successful than standalone online courses. Additionally, guidance and support through mentoring, peer groups, or just a friendly environment can make an important contribution for someone re-engaging with learning.

 

The Workplace as a Learning Hub: AI’s Role

In many sectors, work-based learning is the first point of contact for digital skills development for adults. AI may serve as a powerful tool in this context: intelligent tutoring systems, adaptive learning apps, and skills assessment platforms are already being used to tailor training to individual needs.

AI, however, is not a one-size-fits-all solution. Research by Roumell & Jabarkhail (2023) reminds us that low-skilled workers often need clear guidance and encouragement to engage with learning at work. Without time, support from supervisors, or a learning culture, even the most advanced tools can prove ineffective.

The most successful models combine technology with human connection. Individualised coaching, community learning, and regular feedback help learners to maintain their focus and keep them on the learning pathway. When employers invest not just in platforms but in people, AI may become a valuable tool in creating more dynamic and inclusive learning environments.

 

Design Matters: Making AI Work for Everyone

One of the most overlooked issues in educational AI is design. If platforms are built for tech-savvy, highly literate users, they risk excluding those who need support the most. Verhagen (2021) argues that many AI tools assume a level of autonomy or fluency that simply does not reflect the diverse reality of adult learners.

From hard-to-navigate interfaces to content that’s only available in dominant languages, barriers can be subtle but significant. Furthermore, one may mention the risk of algorithmic bias, systems that unintentionally disadvantage certain groups based on background or data patterns.

To avoid these challenges, education technologies should be designed inclusively from the start. This may involve user testing with diverse learners, integrating accessibility features like voice interaction or translation, and building in feedback loops that allow real-time improvements. Effective design extends beyond functionality; it should also prioritise equity.

 

Considerations for Inclusive AI in Adult Learning

Several practical considerations could be addressed to ensure AI serves as a tool for inclusion within adult learning frameworks. These are not just technical considerations – they are social choices that shape who gets the chance to participate in the digital economy:

• Apply design principles considering the needs of low-skilled adults
• Support hybrid learning models that blend technology with human facilitation
• Encourage employer partnerships that embed learning into the job
• Listen to learners and involve them in shaping what and how they learn

Artificial Intelligence can better transform adult learning, if we design it with people’s needs in mind. For low-skilled learners, AI offers new routes into education and employment. However, without access, support, and thoughtful design, these routes may remain out of reach. As adult learning professionals, we have a critical role to play. By fostering inclusive learning environments, advocating for supportive policies, and ensuring that AI works for everyone, we can help turn digital disruption into opportunity – for all.