(Hellenic Open University, Greece)

Abstract: It has been argued that a person’s self-concept does not remain constant throughout his life but changes. An important parameter in shaping self-concept in adulthood is the dynamic role of projects in education. In the present research, an attempt is made to investigate whether the self-concept formed by the individual about his relationship with education can change during adulthood and act positively in the direction of inclusion. The qualitative approach was chosen for the implementation of the research and the research tool was Life Narrations. The participants were graduates of the Second Chance School (SCS) of Naoussa and their instructor who took part in two action plans of their school in the period 2018–2019. Research has shown that the second experience in education was very different from the first. The adult learners — as underage students — had felt that they were not able to participate in education, resulting in their withdrawal. On the contrary, during their studies at SCS and through the innovative teaching techniques of the school, the trainees showed high performance in the lessons, felt creative participating in the school activities, socialized and found that they have the skills to continue and be included in the educational process.