It is widely recognized that language acquisition is one of the key elements that can boost migrants' and refugees' social inclusion, although some research has stressed that the mastery of language can be intended as a necessary but not a sufficient condition in the process of integration. This contribution aims at shaping further analysis on the relationship between language learning, migrants' and refugees' social inclusion and citizenship through the experience gained by LUMSA University (Italy) research group in two European funded projects: Advenus (Developing online resources for adult refugees) and ReGap (Reducing the Education Gap). After a brief overview of the resources developed by LUMSA in the Advenus project, this paper analyses the implications arisen from the trials with refugees in Italy, stressing the strengths and the weaknesses of the online courses, with a specific focus on the peculiarity of the Italian hosting system where the trials took place. It will then highlight the further developments adopted in the courses for the ReGap project and the challenges that teachers, educators and researchers still have to face when involving refugees (and more in general disadvantaged groups) in learning and e-learning experiences. Finally, implications for a cultural sensitive approach will be discussed.