This article examines the sociological dimensions of non-traditional adult students’ integration into Portuguese higher education through a critical analysis of the O23 access regime at a Portuguese university, Iscte-IUL. Drawing on Pierre Bourdieu’s theoretical framework of cultural capital and institutional habitus, the study critically analyses how alternative pathways such as the “Over 23” Access Regime both challenge and reproduce educational inequalities. Using a quantitative research design that analyzes longitudinal institutional and national data (2012–2025), the research explores the interaction between institutional mechanisms, sociodemographic characteristics, and the academic trajectories of adult students. Special attention is given to the 2020 reforms and their impact on selection criteria and student outcomes. The findings reveal tensions between democratization imperatives and academic standards, underlining how institutional practices mediate access to academic capital for non-traditional students while mapping both opportunities and barriers to their integration. The study enhances sociological debates on educational inequalities and offers insights for higher education policy and social inclusion practices in European contexts.

The Article Processing Charges for this publication were financially supported by Project IN-Iscte Espaço para Crescer II, Call 05/C06-i07/2023, funded by the Portuguese Recovery and Resilience Program (PRR), tThe Portuguese Republic, and tThe European Un

Higher education access,Non-traditional students,Educational inequalities,Social reproduction,Adult learners,Over-23 access regime,Academic capital