In recent decades, Lifelong Learning and Adult Education have become one of the most important pillars of education. Modern requirements uniformly touch the entire population. Those who do not meet the necessary updating of their knowledge risk finding themselves out of touch with developments and being downgraded professionally and socially.
Adult Education presupposes respect for the differences of others and indicates acceptance regarding racial differences, values, beliefs, and skills, even if the views of those involved (educators and learners) in the educational process are conflicting.
The progress made in this field has led to the accumulation of knowledge related to the necessity and importance of Adult Education, the exploration of the motivations for their participation in educational programs, the educational needs of the group, and the determination of its specific characteristics.
The education of vulnerable or socially at-risk groups acquires special importance and value in modern societies, primarily considering critical issues of social exclusion, discrimination, and racism.
This research approach attempts both theoretical and empirical documentation of the research project, which concerns the motivations of adult migrants who are compelled to participate in Adult Education programs.
The research findings indicated that the approach to the motivations of adult migrants entails great complexity. Migrants, upon arriving in the host country, face practical difficulties such as work, daily communication, and the educational needs of their children at school. Consequently, the most significant motivations of adult migrants, according to empirical research, are linked to their desire to meet the demands of everyday life.
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