Returning to transform: Identity reconstruction and resilience in the educational return trajectories of middle-aged women

Abstract

Educational return during adulthood has become an increasingly relevant phenomenon within the framework of lifelong learning; however, the educational trajectories of middle-aged women remain insufficiently explored from a psychopedagogical perspective. This study examines the processes of identity reconstruction, self-efficacy, and resilience developed by four women who resumed formal education after prolonged educational interruption. A qualitative multiple case study based on the narrative-biographical approach was conducted using semi-structured interviews as the primary data collection technique, while thematic analysis was employed to interpret the findings. The results reveal that educational return represents a process of personal transformation triggered by significant life events and shaped by the interaction of personal, family, and institutional factors. The study concludes that psychopedagogical guidance and andragogical approaches play a decisive role in promoting persistence, inclusion, and successful participation of adult learners in higher education.