The Evolution of Lifelong Learning: Diversification of Educational Spaces and the Role of Universities in Promoting Well-Being and Social Belonging

Since the 1980s, sociological studies have increasingly focused on the diversification of educational and learning spaces, responding to the decline of the traditional "school-centric" model. In this shift, the concepts of formal, non-formal, and informal learning have gained importance in distinguishing the various learning contexts and achieving an educational continuum.

Following the introduction of Law 92/2012 and demands related to lifelong learning (LLL) from the National Evaluation Agency, the Italian university system began seeking innovative governance solutions. This institutional framework positions universities as central actors in building the national LLL system, certifying competences, and participating in Territorial Networks for LLL.

In 2022-2023, the Italian University Network for Lifelong Learning (RUIAP) initiated a mapping project of lifelong learning services offered by associated universities, through an online survey. The evaluation of these services aimed to explore the actual continuity between formal, non-formal, and informal learning and how this can be operationalized within services dedicated to ensuring individuals' right to lifelong learning. This prompted an empirical investigation into how universities are occupying their assigned roles in the LLL system.

Scholars like William James and Simmel, as well as those studying the sociology of emotions, have emphasized how emotions can help decode an individual’s internal and external world. Emotional vitality can be a powerful tool for overcoming discomfort, surpassing the limitations of rationality.

The emotional and personal investment people make in rebuilding their life trajectories - from work to education, seeking recognition - finds a counterpart in the universities that, with a strong sense of social belonging, promote LLL services for both individual and community well-being, contributing to territorial welfare. The French validation des acquis de l’expérience system offers both a comparison and a challenge for Italian universities to rethink their role as educational spaces that address fundamental human needs like happiness.