Learners in later life: a non-traditional target group in higher education

This article addresses a particular subgroup of non-traditional students: “learners in later life” who participate in further academic education. Our research ties in with the educational policy discussion on opening universities and the increased importance of life-long learning in empirical educational research. Based on survey data from the universities of Hanover and Magdeburg (2014–2021), the importance of the study motives “self-efficacy and meaning” was gauged over time, and correlations with previous academic education and gender were identified. Based on the empirical results, we discuss the implications for higher education and teaching quality development.