Learning environments comprise the complexity of factors that vary in scope and flexibility as well as the extent
to which they can be influenced, modified or adjusted to the specific needs of the adult learners. The qualitative and
quantitative research carried out by the author in the civil service professional development field in the U.S. in 2010
and her practical experience as a trainer in Hungary equally prove that the learning environment is a key to the
impacts and choices that are highly responsible for the synergy and the efficiency of the learning process.