The paradigm shift from instructivism to constructivism, and the evolutionfrom pedagogy to andragogy have led to self-directed, technology-enhanced learning environments for adults. Previous studies identified the importance of (online) construc-tivist and andragogical strategies to achieve deep knowledge construction. However, less is known about the social contribution of social-constructivist and andragogical princi-ples (SCAP) in terms of social inclusion and social capital. To fill this gap, a questionna-ire study was conducted among adults following courses by means of blended learning (N=139). One major finding showed that meeting learner’s personal needs is positively related to adults’ social capital. In addition, significant differences in terms of social inclu-sion and social capital were found based on adult learners’ native language. Hence, these results suggest a learner-centred and individualized approach to promote social inclusion and social capital.