This research aims to analyze a newly emerging horizon of ‘humanities education programs ecosystem for adult citizens (HEPEfAC, hereafter)’, since 2000s, especially on the contents, structures and competing agents, based upon data obtained from National Survey on Lifelong Education Institutions. The concept of HEPEfAC is constructed to capture the representative phenomena of the complex ecosystem of educational programs that (1) delivers humanities as contents, (2) for ordinary adult citizens, not for experts in this field, (3) with diverse educational programs competing and sometimes collaborating; and (4) eventually co-evolving the ecosystem with heterogenous and diversified values to produce derivative knowledge structures by crossing over the rigorous boundaries of traditional humanities territories. To verify the conceptual construction of HEPEfAC, the accumulated data for last ten years of the National Survey on Lifelong Education Institutions was analyzed; total 2,765 lifelong education programs that included the keyword of 'humanities' in the title were collected, classified, and scrutinized. Some key characteristics observed from the data shows as follows: The volume of HEPEfAC has been constantly increased for last ten years with further diversities and heterogeneity; some contrasting values, for example, liberal values and human capital values, were co-existed in multiple knowledge areas, merging to establish co-evolutional programs; public non-profit programs and private for-profit programs were sometimes competing on the one hand, and collaborating on the other. As a whole, public educational institutions, under the auspice of significant government subsidies, played leading roles in 36 「평생학습사회」 제14권 제3호fertilizing the program complex to cultivate liberal and democratic competences, while private human resources programs also participated with different reasons ― to connect the value of the humanities with the key competences in the workplaces. As a consequence, for last ten years or so, HEPEfAC came to grow up becoming a expansive complexity of humanities education practices for adult citizens, which has never been observed in the field of humanities education for adults in Korea. This article has attempted to interpret the phenomena as a practice of cultural politics, but more to be suggested as further studies.