This article addresses the issue of the curriculum for adults’ learning and education in formal and non-formal terms from the perspective of social and psychological influences. In this sense, learning and education of adults are strongly focused on the psychocentric and sociocentric approaches, which must be relevantly reflected in the curriculum. Namely the curriculum has as object of reflection the relationship between the individual, the society and the educational (learning) institution. The socio-psychological approach of the curriculum for adults’ learning and education is focused on the following conceptual approaches: the process of changing/developing the curriculum in relation to social and psychological factors; organizing and conducting adult education through a curriculum that creates contexts for active learning and respects personal and professional needs.
