In the current context of digital, economic, and social transitions, lifelong learning has become a strategic priority recognized by international organizations such as the European Union (EU), UNESCO, and the OECD. At the European level, this priority is embedded in the development of the “European Education Area”, guided by key documents such as the “Recommendation on Key Competences for Lifelong Learning” (2006, revised in 2018), the “European Pillar of Social Rights” (2017), and the “European Digital Competence Framework” (DigComp, 2022). UNESCO reinforces this vision in its report “Reimagining Our Futures Together” (2021), while the OECD, in its “Skills Strategy” (2019) and “Learning for Jobs” (2010), highlights the importance of lifelong learning in addressing emerging social and labor challenges.

In this context, distance learning has emerged as a key enabler, offering flexible access to education and creating favorable conditions for the implementation of both European and international policies. These frameworks also emphasize distance learning as an important pathway for acquiring digital skills, which are considered essential in today’s professional landscape.

In the academic year of 2011/2012, the Polytechnic University of Leiria, Portugal, began offering the Bachelor’s degree in Human Relations and Organizational Communication (RHCO) in a distance learning format, alongside its existing in-person modality. Since then, the course has operated in both regimes until 2023, when the distance learning bachelor’s degree was formally accredited as an independent one.

This paper focuses on this experience, aiming to explore the role of a Distance learning undergraduate program, offered by a Portuguese higher education institution, in promoting lifelong learning from the perspective of its students.

This research adopts a case study approach, using an online questionnaire distributed to students from the 1st, 2nd, and 3rd years of the RHCO EaD program, with a total of 40 participants. The questionnaire seeks to identify the reasons behind choosing the distance learning regime, the main difficulties experienced, the professional opportunities students associate with the degree, and the teaching strategies and resources perceived as most impactful for academic success.

A preliminary analysis of the data reveals relevant trends. Amongst the key motivations for entering higher education are career advancement and personal fulfillment, aligned with achieving a life project. The flexibility of distance learning which enables students to balance work and study while overcoming geographical barriers, is identified as a decisive factor—particularly noteworthy is the fact that three respondents reside abroad. Autonomous study alongside the lack of personal organization emerges as the main challenges. Despite these obstacles, the overall perception is positive since the vast majority of respondents believe the degree will enhance their employment opportunities.

The study highlights the relevant role of distance learning in fostering lifelong learning, particularly through its flexibility and its ability to meet the needs of diverse learner profiles. Thus, it is suggested to expand the offer of distance learning degrees to reach a growing number of adult learners in various professional, geographical, and personal contexts.

Keywords: Distance learning, lifelong learning, adults, higher education.