Since the 1970s, UNESCO has actively promoted the concept of lifelong learning, emphasizing that learning should not be confined to formal educational stages but should span the entire course of an individual’s life and be recognized as a fundamental human right (UNESCO, 2016). Since the beginning of the twenty-first century, human societies have faced many complex challenges, including globalization, digital transformation, climate change, population aging, and the disruptive impact of emerging technologies on employment structures and educational systems. These multifaceted transformations have reconfigured social institutions and profoundly influenced education systems and learning practices. In the context of rapid technological advancement and accelerating social changes, lifelong learning has become crucial for individuals to adapt to societal shifts, enhance competitiveness, and promote personal development. Therefore, many countries regard lifelong learning as an important policy for human resources and social equity. It ensures that citizens continue acquiring the knowledge and skills necessary for participating in society and the workplace, laying the foundation for social progress and improved quality of life (Aspin & Chapman, 2011). The purpose of adult education in Germany was to enhance the educational level of the labor force, enabling them to adapt to the social and economic transformations brought about by industrialization.