“…Although the potential of adult education has been recognized as fundamental by organizations, such as the European Commission (2009) 1 and CEDEFOP (2016; European Centre for the Development of Vocational Training) for achieving social and economic inclusion of adults with low educational levels (ISCED 2 0-2, International Standard Classification of Education, hereinafter ISCED, CEDEFOP, 2018), its benefits have barely been explored by the international scientific community, and its multidimensionality has not been considered, as stated by Windisch (2015) and Nordlund, Stehlik, and Strandh (2013), with some exceptions, such as Schuller, Brassett-Grundy, Green, Hammond, and Preston (2004); Schuller, Preston, Hammond, Brassett-Grundy, and Bynner (2002); Schuller and Desjardins (2010); Desjardins (2008b); or Panitsides (2014). This study is even more necessary if we refer to groups at a double risk of exclusion, such as women with low educational levels (Lewis & Lockheed, 2007), who also have a much lower participation in learning activities (Organisation for Economic Co-operation and Development [OECD], 2016).…”