Workplace Flexibility and Participation in Adult Learning

Abstract

Understanding the relationship between job characteristics and participation in adult learning is essential for fostering sustainable development. This study explores how employment factors such as job characteristics, work autonomy, and required skills influence participation in adult learning, which is important for economic resilience and social cohesion. The research utilizes data from the 2021 Labor Force Survey (LFS) in Slovenia, examining adults aged 25–64 and their participation in formal and non-formal education. Findings reveal significant correlations between employment status, type of contract, company size, and adult learning participation. Specifically, individuals in larger companies and those with flexible working hours are more likely to engage in educational activities. Additionally, the ability to work from home is strongly associated with higher participation rates in adult education, highlighting the role of flexible work arrangements in promoting lifelong learning. These insights underscore the importance of creating supportive job environments and equitable access to educational resources to achieve sustainable economic growth and reduce inequalities. By addressing the factors that influence adult learning, policymakers and organizations can develop strategies to enhance workforce adaptability and lifelong learning, ultimately contributing to the broader goals of sustainable development.