The paradigm shift from instructivism to constructivism, and the evolution from pedagogy to andragogy have led to self-directed, technology-enhanced learning environments for adults. Previous studies identified the importance of (online) constructivist and andragogical strategies to achieve deep knowledge construction. However, less is known about the social contribution of social-constructivist and andragogical principles (SCAP) in terms of social inclusion and social capital. To fill this gap, a questionnaire study was conducted among adults following courses by means of blended learning (N=139). One major finding showed that meeting learner’s personal needs is positively related to adults’ social capital. In addition, significant differences in terms of social inclusion and social capital were found based on adult learners’ native language. Hence, these results suggest a learner-centred and individualized approach to promote social inclusion and social capital.

Céline Cocquyt is a PhD researcher at the Department of Educational Sciences, Vrije Universiteit Brussel, Belgium (celine.cocquyt@vub.be).

Anh Nguyet Diep, PhD is a researcher at the Department of Educational Sciences, Vrije Universiteit Brussel, Belgium (diep.anh.nguyet@vub.be).

Chang Zhu, PhD is a professor at the Department of Educational Sciences, Vrije Universiteit Brussel, Belgium (chang.zhu@vub.be).

Maurice de Greef, PhD is a visiting professor at the Department of Educational Sciences, Vrije Universiteit Brussel, Belgium (info@arteduc.nl).

Tom Vanwing, PhD is a professor at the Department of Educational Sciences, Vrije Universiteit Brussel, Belgium (tvwing@vub.be).