MOTIVATIONS AND BARRIERS TO EMPLOYED WOMEN’S PARTICIPATION IN ADULT EDUCATION

Forfattere

  • Maria Dimitraki Hellenic Open University, Patras, Greece
  • Evangelia Krassadaki Hellenic Open University, Patras, Greece Technical University of Crete, Chania, Greece
  • Maria Pavlis-Korres Hellenic Open University, Patras, Greece Aristotle University of Thessaloniki, Greece

DOI:

https://doi.org/10.46827/ejes.v12i12.6447

Nøgleord:

adult education, women in adult education, motivations, barriers, lifelong learning programs

Resumé

This study examines the motivations and barriers faced by employed women in the public and private sectors in Greece when participating in Adult Education programs. A mixed-methods research design was adopted. The sample consisted of 200 women (100 from each employment sector), who completed a structured questionnaire, while four semi-structured interviews were conducted to further explore the quantitative findings. The quantitative and qualitative research took place during March–April 2025. The results indicated that women demonstrate a strong willingness for training and professional development despite the multiple barriers they encounter. The main motivations identified were increased financial rewards, professional advancement, broadenιng intellectual horizons, the desire to serve as role models for their children, and the pursuit of better employment opportunities. The key barriers reported included participation costs, program duration, childcare responsibilities, inconvenient scheduling, and lack of information—barriers largely related to situational and institutional factors.

 

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Forfatterbiografier

  • Maria Dimitraki, Hellenic Open University, Patras, Greece

    Maria Dimitraki holds a Bachelor’s degree in Greek Philology from the University of Athens and has recently completed her second Master’s degree in Adult Education at the Hellenic Open University. Her first Master’s degree was in Special Education from the Hellenic Open University, too. Her academic background is complemented by substantial teaching experience in the private sector, where she has worked with diverse groups of learners and has developed a strong interest in issues related to adult learning, literacy, and learner support. Her professional and academic trajectory reflects a growing commitment to the field of adult education and its applications in contemporary educational environments.

  • Evangelia Krassadaki, Hellenic Open University, Patras, Greece Technical University of Crete, Chania, Greece

    Evangelia Krassadaki holds a PhD and has been an Academic Tutor at the Hellenic Open University since 2020, while serving at the Technical University of Crete. She participates in research projects funded by European and National programs, serves on scientific and organizing committees of conferences, and acts as a reviewer for academic journals. Her publication record includes more than 40 papers in international journals, conference proceedings, and edited volumes, as well as two co-edited/co-authored books. Her research interests focus on adult education, engineering education, skill development, and learning outcomes assessment. She is a member of the Hellenic Adult Education Association. Since 2022, she has been the Scientific Director and Coordinator of the Teaching and Learning Support Center of the Technical University of Crete, and in 2025 she assumed the role of Director of the University’s Lifelong Learning Center.

  • Maria Pavlis-Korres, Hellenic Open University, Patras, Greece Aristotle University of Thessaloniki, Greece

    Maria Pavlis-Korres is a Professor at Aristotle University of Thessaloniki and an Academic Tutor at the Hellenic Open University in the Master’s program “Adult Education,” where she also coordinates the Thematic Unit “Design, Management and Evaluation of Adult Education Programs.” From 1983 to 2018, she worked at the Greek Ministry of Education in the field of Adult Education, contributing to the national design, implementation, supervision, and evaluation of Adult General Education programs. She serves as a reviewer and member of the editorial boards of international scientific journals and has published numerous articles, book chapters, and books on Roma issues, adult education, and e-learning. Her current research interests focus on the design, development, and evaluation of adult education programs—both face-to-face and online—as well as group dynamics and the effective use of communication tools to promote interaction in online learning environments.

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Publiceret

2025-12-26

Nummer

Årg. 12 Nr. 12 (2025)

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