Introduction and Description

​​

Social vulnerability and educational exclusion remain pressing challenges across Europe, affecting a wide range of adult learners whose pathways are shaped by migration, poverty, linguistic barriers, disability, trauma, long-term unemployment, early school leaving and systemic marginalisation. As adult-learning institutions increasingly serve diverse communities, educators are called upon to develop pedagogical approaches that not only transmit knowledge but also restore agency, dignity and confidence among learners whose educational journeys have been interrupted or devalued. This course responds to these contemporary needs by offering a rigorous, research-informed exploration of how to teach with and for socially vulnerable and at-risk groups in adult education.

 

Available in both 5-day and 10-day formats, the programme provides an academically robust yet practice-oriented framework for understanding vulnerability as an intersectional and contextual condition rather than a deficit. Participants examine how inequalities, cultural and linguistic diversity, psychosocial barriers, and institutional norms shape adult learners’ engagement, preparedness and outcomes. Through an exploration of key adult-learning theories—such as andragogy, transformative learning, critical pedagogy, emancipatory education and trauma-informed practice—participants develop analytical tools to critically interpret the lived experiences of vulnerable learners and to design educational environments that foster empowerment, participation and self-efficacy.

 

The course places particular emphasis on the responsibilities of today’s educational organisations to build inclusive, flexible and context-responsive learning cultures. In alignment with the priorities of the Erasmus+ programme, it supports institutions in enhancing their capacity for social inclusion, intercultural awareness, learner-centred design and innovative pedagogical approaches. Participants are guided in adapting teaching methods for low-literacy learners, linguistically diverse groups and individuals experiencing psychosocial or socio-economic disadvantage. They learn to apply Universal Design for Learning (UDL), create accessible materials, develop safe and supportive learning climates, and facilitate activities that nurture motivation, personal growth and community belonging.

 

Highly relevant for teachers, adult educators, school leaders, coordinators and project designers, the course equips participants with both the theoretical grounding and the practical methodologies needed to implement inclusive adult education initiatives. The extended 10-day programme allows for deeper immersion, additional practice, educational visits and reflective dialogue, while the 5-day option offers a concise yet comprehensive introduction for teams seeking focused professional development within shorter mobility periods.

 

By the end of the course, participants will have developed an evidence-based inclusive educational intervention that can be directly integrated into their organisational practice or into an Erasmus+ project proposal. They will leave with a strengthened understanding of how educational organisations can promote equity, participation and transformative learning—contributing to more cohesive, resilient and socially just communities across Europe.