The institutionalisation and professionalisation of adult education in Denmark and the United States reflect two distinct yet converging trajectories shaped by their historical, cultural, and political contexts. Both nations have demonstrated strong commitments to lifelong learning, but their approaches differ significantly in terms of governance, philosophy, and structure. In Denmark, adult education has evolved as an integral part of a broader social and democratic ethos. Rooted in the Grundtvigian philosophy of “education for life,” Danish adult education emphasizes personal growth, civic participation, and community engagement rather than purely economic or vocational outcomes. This philosophical foundation led to the institutionalisation of folk high schools, which became key centres for non-formal adult learning. Over time, adult education in Denmark became more structured through state involvement, with the Ministry of Education playing a major role in funding, policy formulation, and quality assurance. Institutions such as adult education centres (VUCs), day high schools, and workers’ education associations further institutionalised lifelong learning opportunities for diverse groups. The system remains decentralized but highly coordinated through national frameworks that ensure equal access and promote learning as a civic right. In contrast, the United States exhibits a more market-oriented and decentralized pattern of institutionalisation. Adult education in the U.S. initially developed through community initiatives, settlement houses, and voluntary organisations before being incorporated into