The transformative actions in education, driven by the social changes in our contemporary society, aim to adapt individuals to the new socio-economic environment. As a result, the digitalisation of adult education takes on a significant role, in response to the need for constant and less time-consuming training. How does the use of new technologies in adult education contribute to the reconfiguration of learning engineering? The aim of this article is to examine the current transformations in education, better understand the recent developments induced by blended learning and the effects observed in adults. To do so, we conducted a case study on adult learners during the academic years 2018-2020. The experimentation consisted in transforming a face-to-face course into a blended course. The presentation and analysis of the engineering of the blended learning scenario attempts to answer the following question: How does blended learning transform the practices of accompaniment, support or coaching (Papadopoulou, 2020)? As for the analysis of the three questionnaires proposed to the students, it aims to answer the question: How does the introduction of blended courses effect the adult learners? Thus, cross-analysis of the collected data provides results about the transformations of practices caused by the integration of new technologies in adult education.