Background: Lifelong learning is not a new term nor a new phenomenon. Although the statistics of the participation in lifelong learning (LLL) varies between the European Union’s member states, without continuing education it is impossible to face the modern challenges of our work and everyday life embedded in the changes of our environment, related to the economics and social wellbeing.

The growing tendency of adult learners participating in continuing education, has and will influence the formal education. More and more adults will participate in higher or vocational education. This in turn will change the role of the teacher in formal education. Teachers need to be supported to make a mind-set shift from the safe and usual teacher-centred approach towards a learner-centred. They also need the modern methodology. That is why our project aimed to support teachers, who are now faced with dealing with adult learners more and more.

Although we can cherish the situation that more and more adult learners find the way to LLL, it comes along with a paradox. The tendency shows that adults who are more educated and anyway participate more in LLL, are increasing the statistics. But what about the adults who are not engaged in LLL? In the educational training sector we want to believe that adult learners are highly motivated, active, and self-directed in their learning. This is not always the case. Many European Union countries challenge with low-educated and/or low-skilled adults, who’s participation rate is low or growing very slowly. So, what happens when adult learners enter the training rooms and/or classrooms who are not that motivated, who’s learning and social skills are not that strong, or who even do not believe that learning in adulthood could enable chances for change. The curriculum focused on learner-centredness and modern approaches of adult learning to support adult educators in supporting their learners’ learning efficiency.