Introduction This study examined how age and gender relate to multiple indicators of psychological well-being among adults enrolled in university continuing-education programmes, to inform more inclusive learning designs for ageing populations. Methods A quantitative, descriptive–correlational pilot study was conducted with 60 adult learners enrolled in the University Programme for Older Adults at the University of Alicante. Data were collected using a 41-item questionnaire based on Ryff’s Psychological Well-Being framework and analysed using descriptive statistics, independent-samples t-tests, one-way ANOVA, and non-parametric correlations (Kendall’s Tau-b and Spearman’s Rho) when distributional assumptions were not met. Results Participants were mainly aged 66–75 years (53.3%) and were predominantly women (60%). Statistically significant gender differences emerged in seven well-being items, and age-group differences were observed in ten items related to social support, loneliness, life satisfaction, stress management, and openness to change. Older age tended to be associated with higher life-satisfaction indicators and lower openness to new experiences. Discussion Results support the need to tailor lifelong-learning programmes to the psychosocial profiles of adult learners, with attention to gendered patterns and age-related changes. Targeted strategies to enhance social connection, autonomy, and meaningful engagement may strengthen well-being and participation in later-life learning.