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The training process presents a number of complex and varied challenges. Trainers must address fears related to the training process. When learners experience some of the challenges outlined above such as fear of failure, ageing concerns, and other stressful situations, it is vital that trainers have the skills to recognize them, decide on a course of action, manage them, and create a safe environment to eliminate their appearance. It is also vital that the trainer can deal with multiple learning needs and undertake specific actions so that to carry out meaningful and up to date training sessions.

The challenges that appear inevitably evoke a range of psychological responses to the trainers. It is important to carefully consider the trainers’ needs so that to avoid negative psychological responses that directly or indirectly influence the training process. It is essential to be able to provide adult trainers with opportunities to boost their self-esteem, confidence, job satisfaction, work motivation, and sense of contribution. The question that is raised is: ‘what structures are necessary for creating incentives towards achieving these results?”. 

A possible solution could be addressed through '''structures that help trainers enhance their professional profile'''. A possible pathway towards reaching this objective is through schemes for continuous teacher professional development and in-service training. Such offerings can contribute to the further development of trainers’ existing skills and capacities and the elimination of boundaries on their professional knowledge. The sense of acquisition of up-to-date skills that reinforce their professional profile may lead to increased self-esteem, job satisfaction, and work motivation. This positive influence and psychological boost can also lead to outstanding qualitative outcomes such as the creation of a positive classroom environment, enhanced learners’ performance and motivation, introduction of opportunities for peer learning through up to date didactical methodologies, and student-centred approaches and integration of technology into teaching and learning. 

Another structure that can enhance dynamics towards qualitative training outcomes is c'''omputer mediated trainer-collaboration services.''' This structure can provide incentives for communication and collaboration across a wider network of trainers. Web2.0 technologies open up avenues for the establishment of an international and multicultural network where pedagogical ideas, challenges, and experiences can be shared and discussed. Related services enhance the potential for collectively updating professional practices, raising awareness on international views on adult education, building collaborative and social skills, and enhancing sense of contribution.