Barros, Rosanna2025-12-162025-12-162025-11-181477-9714http://hdl.handle.net/10400.1/27959Adopting elements of Global Education Policy and Global Governance theories, our study aims to uncover facets of the influential power embedded in European soft law mechanisms at use in the cross-loading type of Europeanisation, and its role in setting Member States' agenda for contemporary adult education, while establishing its legitimacy. Using a qualitative mode of inquiring, our fieldwork was based on document analysis and an interview. Approaching the object through the political sociology of public action, the research question seeks the linkages between the European Years Initiative, particularly the 2023-2024 European Year of Skills, and the role of expert working groups in spreading a 'policy imaginary' for the building of the European Education Area (EEA) as a learning epiphany. Results reveal aspects of the backstage 'ways of doing things' in the context of multiscale educational governance. A light was shed in the actual processes of 'policy transfer' through global mechanisms based on policy instruments, such as National Coordinators Networks for mutual learning, and in its (over) valorisation of best practices (e.g. coordination practices and dissemination practices). Results also show that the role of Adult Learning in the EEA is currently envisaged as a crucial issue to keep the European way of living, to upskill and reskill, thus adapting workers to new emerging needs, and to improve competitiveness in the global arena.engCross-loading type of EuropeanisationEuropean education areaAdult learning initiativesEducation governanceSoft law mechanismsExperts-based policy instrumentsjournal article10.1177/147797142513941601479-7194