The Impact of Youth, Adult and Elderly Education (EJAI) on Students’ Professional Trajectory and Autonomy

Abstract

Schooling aimed at young people, adults, and the elderly constitutes an indispensable alternative for understanding how late educational trajectories impact individual autonomy and integration into the labor market. This study aimed to examine the effects of this modality on students’ lives, drawing on frameworks related to lifelong learning, educational equity, and inclusion policies. The investigation was based on an integrative literature review, encompassing national and international publications from the last decade, selected from scientific databases through combined descriptors and clearly defined eligibility criteria. The findings show that this educational provision broadens cultural repertoires, strengthens cognitive and digital skills, and creates conditions for greater social and professional participation, particularly in contexts of inequality. It also became evident that contextualized pedagogical practices, combined with technological resources, foster meaningful learning and the development of autonomy. The study concludes that this modality is not limited to a compensatory function but stands as a strategic space for education, capable of promoting social transformation and strengthening citizenship. The results reinforce the need for consistent policies and teacher education that is sensitive to diversity, ensuring that today’s schools fulfill their commitment to equity and educational justice.