<![CDATA[Education and training (diklat) play a strategic role in improving the quality of human resources in the field of education. However, the effectiveness of training is not only determined by program design and material quality, but also by the existence of participants as active learning subjects. This article aims to examine the existence of training participants in education by focusing on the aspects of expectations, motivation, performance changes, and learning patterns of training participants. This research is positioned as a conceptual study that examines the gap between the theoretical framework of adult learning and the reality of training implementation in the field. The research method used was a descriptive qualitative approach with library research techniques. Data were obtained from various academic literature sources, including scientific books, national and international journal articles, previous research results, and policy documents relevant to education and training. Data analysis was conducted through theme organization, critical interpretation, and conceptual synthesis of motivation theory, andragogy, and training participant performance. The results of the study show a significant gap between the ideal training that emphasizes intrinsic motivation, independent learning, and an experience-based approach, and training practices that are still formalistic and administratively oriented. Participants who attended training due to extrinsic motivation tended to show passive participation and limited performance changes. Conversely, participants with intrinsic motivation and realistic expectations showed active involvement, reflective learning patterns, and more meaningful performance changes. Thus, the existence of training participants cannot be interpreted merely as physical presence, but rather as substantive involvement that contributes to continuous professional development.]]>
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