Abstract:

The incentives and obstacles that interact and shape adult education also affect the training of adult trainers. This article explores how situational, internal and institutional factors interact with each other and influence the participation of lifelong learning adult trainers in distance education programs, which were implemented through blended learning and run by Lifelong Learning Center of the Aristotle University of Thessaloniki. New Technologies as well as new forms of distance learning combined with the high level of adult trainers' education contribute significantly to the elimination of classical barriers to adult education and learning, such as participation cost and lack of time. On the other hand, mainly as internal motivation for participation is the love for lifelong learning and the belief that education must last throughout life. In addition, raising formal qualifications, obtaining a certificate of participation, improving work efficiency and finding better work are emerging as the most important external incentives for adult trainers to participate in training programs.

Keywords:

Adult educators’ training, participant motivation to participate, participation barriers, non-formal learning, distance learning.