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The future projection of personality and its contribution to personal development are essential components within lifelong learning, especially for emerging young adults. This aspect is accentuated in non-traditional education due to the unique life trajectories and characteristics of its students. Therefore, it is crucial to establish solid foundations to enhance appropriate guidance for young individuals at this level of education. To assess the guidance needs, a mixed-method approach was utilized, with phenomenological design at the core of the research strategy. The main findings indicate significant challenges in consciously establishing the guidance needs of the youth, both from the students and faculty perspectives. Notable limitations were observed in the faculty's preparedness to support students' individual and social projection, as well as in the use of comprehensive strategies to address life project planning.
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