Impact of Erasmus+ on “Participation in democratic life, common values and civic engagement” in adult education

New findings from the RIA-AE network show how adult education projects engage with the Erasmus+ priority “Participation in democratic life, common values and civic engagement”, and what could help them go further.

Participation is one of the four horizontal priorities of Erasmus+, and it cuts across every sector of the programme, adult education included. But how do adult education projects engage with it in practice, and what difference do they make?

The RIA-AE network (Research-based Impact Analysis in Erasmus+ Adult Education Programmes) offers some answers. Established in 2022, this transnational research network studies and strengthens the impact of Erasmus+ in adult education. In its second monitoring round (2025–2026), National Agencies from 21 countries took part and 2,370 beneficiary organisations responded to the survey. An article by Victor Verlaan (Ockham IPS), written on behalf of the network, summarises the findings on the participation priority from the second EU Synthesis Report.

A priority that is widely present

Almost three quarters (73%) of responding organisations report at least one Erasmus+ adult education project addressing the participation priority. Slightly more address it indirectly (38%) than directly (35%), while 27% do not address it at all.

The programme also appears to make the difference. Among respondents addressing the priority, 91% say their project would not have taken place without Erasmus+ funding.

Common values first, civic action second

Projects most often aim to promote European common values (64%) and to strengthen the European dimension of their organisation (61%). Goals tied more explicitly to democratic and civic action come up far less often: community activism (28%), democratic participation and civic rights (27%) and public dialogue with authorities (22%).

Activities tend to focus on educational practice and concrete results:

• Mobility projects (KA1): staff job shadowing (58%), courses or training (54%) and group mobility for adult learners (44%).
• Cooperation projects (KA2): developing instruments, methods or curricula (67%) and delivering workshops or short courses (62%).

Who is being reached?

Staff of adult education organisations are the most frequently targeted group, which makes educators and volunteers important multipliers. Learners are reached both directly and indirectly, through improved provision and trained staff.

Target groups vary considerably between countries, but often include the general adult population, young adults, women, people in peripheral areas, adults with health problems or disabilities, migrants, and adults with low levels of education or basic skills. Adults experiencing homelessness or addiction, people with a prison background and NEETs are among the least frequently targeted.

Impact on organisations, staff and learners

Organisations addressing the priority report improvements in several areas. Over 90% of respondents agree that participating in Erasmus+ has led to a stronger focus on European common values, closer cooperation with civil society organisations, better critical thinking skills, more attention to civic competences and a better ability to address European citizenship.

The effects on staff are just as clear. At least 93% agree that Erasmus+ has improved staff competences in fostering local community development, teaching common European values and exploring related issues, with around a third strongly agreeing.

The report’s case studies suggest that learners also benefit. The European dimension of projects can build confidence, openness towards others, a sense of belonging to a transnational community and awareness of their role in society. Through practical experience, dialogue, mobility and community-based learning, learners develop skills and attitudes for civic engagement. Projects rarely aim at political mobilisation, but they help learners voice their interests and strengthen their motivation to take an active role in their communities.

Four impact narratives

The case studies show different ways projects connect to the priority. The most common primary narrative is encouraging civic engagement, followed by developing competences and critical skills, and promoting common values. Only a small share of projects mainly create opportunities to take part in democratic processes or public decision-making.

Some projects deliver valuable results in inclusion, accessibility or well-being without a clearly civic or democratic narrative. This points to the difficulty of putting a broad, partly overlapping priority into practice, and to the need for clearer guidance.

Four recommendations

1. Make the priority more visible and clearly defined. Keep it prominent in programme objectives, calls and communication, and give applicants, beneficiaries and assessors practical guidance with examples of good practice.
2. Encourage deeper forms of democratic and civic learning. Create opportunities for learners to engage with public debate, democratic institutions and collective decision-making. This is about strengthening their ability and confidence to participate, not promoting particular political positions.
3. Strengthen educator capacity. Professional development should focus on participatory, dialogical and deliberative approaches, critical discussion and co-creation.
4. Rebalance programme framing. Recognise adults not only as learners and workers but also as citizens and participants in democratic life, and treat civic and democratic skills as basic and transversal skills.

The way forward

Erasmus+ adult education already does much to nurture common values and civic engagement. The next step, the authors conclude, is to open more doors to democratic participation itself and make sure it is meaningfully implemented.

Read more: the full second EU Synthesis Report (2025–2026) is available on the RIA-AE website or download the link below