The emphasis given on the emerging value of well-being as vital outcome of adult learning is explicit and evident in many of the contemporary research studies primarily focused on the individual and social benefits of learning. The challenge of this study was to answer the question whether well-being is an unattainable dream, conjure or an achievable learning outcome. For this reason, a concise targeted literature review took place in order to explore the relevance of particularly recent studies concerning their orientation towards the well-being of both, adult educators and adult learners. The different kinds of learning, the adult learner characteristics, profile and expectations as well as adult educator philosophy and teaching approaches especially those related to edutainment would be given particular emphasis. Overall, the balance of evidence pinpoints the clear and positive benefit of learning in terms of well-being and its prerequisites without leaving apart the probable negative benefits. Life satisfaction, gain of particular skills, enhancement of social networking and self-efficacy were some of the common issues of well-being of adult educators and adult learners. Additionally, resilience proved to be the most demanding prerequisite for their well-being during their involvement into different lifelong learning activities. This evidence would be important and confirm that learning can transform people’s lives with well-being possible for those who pursue it.

Keywords: Well-being, resilience, adult learner, adult educator, edutainment, lifelong learning.