The paper presents data analysis from qualitative research carried out in the period from April 2023 to May 2024 with students and teachers in evening schools in Bulgaria. Its aim is to identify their place and significance in the educational ecosystem, in the process of life-long learning, as well as the problems and challenges they face. The research seeks to find answers to questions such as: What knowledge, skills and educational trajectories help students in evening schools to lead a fulfilling and successful life?; How do evening schools as a subject in the educational ecosystem foster the development of systems for life-long learning that allow people and communities to continue learning at any age?; What role can evening schools have as a subject in educational ecosystems to create conditions necessary for the prosperity of people and communities?; What new practices and instruments are necessary to make these changes happen?

The methodology of the research combines conceptual content analysis of a selected sample of 121 publications, indexed in worldwide databases, laws and ordinances, as well as 7 focus group discussions, comprising students and teachers from three of the four evening schools in Bulgaria. The beginning introduces a short historical review of the emergence and development of evening schoolsand their current state. The essence of the educational ecosystem is clarified, as well as its characteristics related to the way evening schools function.

The data analysis of focus groups allowed the main factors that motivate the adult learners’ choice of being educated in evening schools to be identified, versus short-term literacy courses or ones for developing competences. The factors that hinder the motivation to learn are also researched and analysed, as well as the role of teachers in maintaining the initial motivation and inspiring adult learners to continue their studies until they successfully complete their education.

The results from the analysis allow potential opportunities for changes in the regulatory framework to be proposed and backed up with arguments, in order for the education of adult learners to match their educational needs and goals, to raise their engagement and responsibility towards learning, while keeping a focus on acquiring knowledge and skills throughout life.

Keywords: Evening schools, educational ecosystem, adult education.