by Maria Papadiamantopoulou, Educator at Dafni Kek 

Why inclusion matters 

Globally, adult education classrooms happen to be more diverse than ever. Learners can range from older adults returning to education after decades in the workforce to immigrants acquiring the host country’s language. According to UNESCO, inclusive approaches to educational settings is possible to improve retention and success rates in adult education programs and help close educational gaps. 

Fact: Research from the OECD shows that adults with lower levels of education are significantly less likely to participate in adult learning opportunities, and when they do, they face greater barriers to completion—highlighting the need for inclusive, supportive learning environments. 

 

Create a culture of belonging 

Start with the basics: a respectful and welcoming environment is extremely important. Adult learners often carry self-doubt or even educational trauma from experiences of the past. Facilitators in order to dismantle these barriers should promote open dialogue, acknowledging each learner’s contribution, and setting clear expectations for respectful behavior. 

Example: The Toronto Public Library offers English Conversation Circles, providing newcomers with opportunities to practice English in a supportive group setting. These circles encourage participants to share experiences and cultural stories, promoting mutual understanding and community building. 

 

Use differentiated instruction 

Adults, like children, learn differently. Some may thrive through discussion, others through visual tools, and some of them by doing. By offering varied pathways to the learning content, facilitators ensure all learners can access and apply knowledge. 

Scientific insight: Howard Gardner’s theory of multiple intelligences suggests that learners have different cognitive strengths, such as linguistic, logical, interpersonal, kinesthetic, and more. Applying this theory into classroom, adult educators can design lessons that reach a broad spectrum of learners. 

Example: In an intercultural competence training from the Outreach Empowerment Diversity guidelines, “Red Thread” Kvarnby Folk High School” the trainer used varied methods, visual aids, role-plays, group discussions, and reflective writing, to accommodate different learning styles. This differentiated approach allowed all participants, regardless of background or preference, to meaningfully engage with the content. 

 

Make learning culturally responsive 

Culturally responsive teaching goes beyond using translated materials or recognizing cultural holidays. It means embedding learners’ worldviews and experiences into the curriculum. 

Example: In Sweden, a case study at Folkuniversitetet in Kristianstad implemented culturally responsive teaching for adult immigrants by integrating learners’ cultural norms, such as naming conventions and perceptions of time, into the curriculum. This personalized approach acknowledged and respected students’ backgrounds, fostering a more inclusive and effective learning environment. 

Useful tip: You can co-create the learning content with your students. Ask them to bring materials or ideas from their own backgrounds to enrich classroom discussions. 

 

Take notes from the Universal Design for Learning (UDL) 

UDL is a research-based educational framework that advocates the design of instruction from the outset in order to meet the needs of all learners and not just those who request any accommodations. 

Principles of UDL: 

• Multiple means of representation: Provide information in different formats (audio, visual, written). 

• Multiple means of action and expression: Let learners show what they know in different ways (oral, written, practical tasks). 

• Multiple means of engagement: Offer choices and real-world relevance to boost motivation. 

Scientific insight: Studies from CAST (Center for Applied Special Technology) demonstrate that UDL improves outcomes for learners with and without disabilities across all age groups. 

 

Provide real-life relevance and flexibility 

Adult learners are generally oriented towards their learning goal. They want learning that connects to their careers, families, or personal development. Make the content relevant, and allow flexibility in how and when learning happens. 

Example: The Digidel Network in Sweden offers flexible, real-life-oriented digital skills training for adults, helping them with everyday tasks like using e-ID, navigating government websites, and booking appointments online. Learners can choose course tracks based on their needs, making the learning immediately applicable to their daily lives. 

Useful tip: Provide the option of asynchronous participation when possible. Use online forums or voice memos so learners with jobs, caregiving responsibilities, or transportation issues can still engage meaningfully. 

 

Conclusion: Inclusion as a Core Principle 

Inclusive adult education isn’t about making special accommodations for a few individuals, it’s more about designing classrooms that recognize and value human diversity. Educators can create environments where all adult learners can thrive by planning and integrating inclusive strategies into their daily practice, grounded in evidence, empathy, and adaptability. 

As UNESCO’s Global Education Monitoring Report puts it: “Education systems that are inclusive are not only fairer- they’re stronger.” 

 

Resources 

Ahrens, A., Zascerinska, J., Melnikova, J., Jurgaityte, V., Aleksejeva, L., & Gukovica, O. (2021). Culturally responsive teaching of immigramts in adult education: A case study in Sweden. Journal of Regional Economic and Social Development, 12, 18-27. 

Anthony, S., Gígja Guðmundsdóttir, A., Kuokkanen, M., Skoglöf, M., Størset, H., Valgeirsdóttir, H., & Sandell, S. (2020). Basic digital skills for adults in the Nordic countries. Nordic Council of Ministers, NVL – The Nordic Network for Adult Learning. 

CAST (2024). Universal design for learning guidelines version 3.0. Lynnfield, MA: Author. 

CAST. (n.d.). Evidence and Benefits of UDL. Retrieved May 5, 2025 

DVV, FOLAC, & lernraum.wien. (2013). Outreach Empowerment Diversity Guidelines for Trainers and Management Staff in Adult Education. OED. 

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (8th Ed.). Elsevier 

OECD. (2020). Increasing Adult Learning Participation: Learning from Successful Reforms, Getting Skills Right. OECD Publishing. 

OECD. (2023). Skills Outlook 2023: Skills for a Resilient Green and Digital Transition. OECD Publishing. 

OECD. (2023). Flexible adult learning provision: What it is, why it matters, and how to make it work. OECD. 

Project Zero. (2016, July 19). Howard Gardner Discusses Multiple Intelligences – Blackboard BbWorld 2016 HD [Video]. YouTube. 

Toronto Public Library. (2011). English Conversation Circles at Toronto Public Libraries. 

UNESCO. (2020). Global Education Monitoring Report Youth Report 2020: Inclusion and education: All means all. UNESCO. 

UNESCO Institute for Lifelong Learning. (2022). Global report on adult learning and education (GRALE). UNESCO