Full edition for scientific use. The present survey has set itself the task of finding empirical evidence for (further) education in old age as an instrument of socialisation. The aim is to find out whether participation in educational processes as such already leads to social inclusion in old age or is a prerequisite for subsequent social participation. In this study, the educational behaviour of older people is questioned and an attempt is made to explain the connection between education and social inclusion. Participation in education is thus not described as a private matter, but in its significance for social action. According to the thesis, those who learn in an organised manner not only learn for themselves but are also in a social or societal process. Participation in education is not only socio-demographic and socially conditioned, but is also based on certain personality dispositions. If learning processes are perceived as inner satisfaction or affective experience and not as effort, then it is more likely that educational offers will be taken up. In addition to socio-demographic and socio-economic influences on education in old age, this study dealt with the institutional conditions of learning. What should learning opportunities look like to make them attractive? What favourable framework conditions does seniors' education need?