Search Results (86)

This paper explores how non-formal music learning functions as a powerful agent in forging musical selves. Through a qualitative re-analysis guided by reflexive thematic analysis, this study re-examines data from three previously conducted case studies through the lens of non-formal learning as “site of becoming.” These cases represent diverse music-making practices in Hong Kong: an amateur sacred choir, a traditional Chinese Chaozhou xianshi ensemble, and diasporic Filipino music-makers. Through this analysis, I generate five distinct facets of their musical selfhood: the performer, spiritual, heritage, social, and transcendence self, reviewing how participants form and negotiate these facets. Ultimately, this study illustrates the interplay between these sites and the formation of lived, embodied musical selves, offering insights into the educative potential of non-formal learning. Full article

Preparing learners for participation in global communication requires alignment with broader curricular frameworks, yet meaningful learning also depends on engagement with students’ sociocultural and ecological contexts. Balancing these dimensions constitutes a central challenge for secondary EFL curriculum design. Drawing on Experiential Learning theory and Local Critical Pedagogy, this study explores how a place-based and experiential approach can contribute to reframing the secondary EFL curriculum through the integration of outdoor and community-based learning practices. The study pursued three objectives: (a) to explore the pedagogical potential of an interdisciplinary and non-formal approach to EFL instruction; (b) to design and implement a locally grounded curricular module aligned with national requirements; and (c) to analyse the contribution of experiential and outdoor practices to the enrichment of the formal English curriculum. Adopting a qualitative, exploratory and interpretative design, the study involved 20 tenth-grade students and consisted of the curricular reconfiguration of a 10th-grade module developed in collaboration with a local environmental education project (Bioescola). Following Orion’s outdoor learning model, the intervention unfolded in three stages: preparatory classroom work, an interdisciplinary outdoor learning experience, and a structured reflective session. Data were collected through questionnaires, semi-structured interviews, and field notes. Findings suggest increased student engagement in oral interaction and greater communicative confidence, alongside stronger engagement with local ecological contexts. The study concludes that the integration of place-based and ecologically oriented practices into EFL teaching can meaningfully enrich the formal curriculum. While limited in scope and sample size, the research highlights the transformative potential of locally embedded experiential language education in upper secondary schooling. Full article

Despite the growing emphasis on early mathematical learning, comparatively limited attention has been given to how play-based experiences in everyday family contexts contribute to children’s emerging mathematical understanding. While research has extensively examined play-based learning within formal educational settings, the role of parents in shaping early mathematical experiences through everyday interactions has received comparatively less attention, particularly in relation to the extensive body of research conducted in formal early childhood education settings. This study addresses a conceptual gap in the literature by integrating perspectives that have largely been examined separately, including parental mediation, play-based learning, and everyday family practices. Drawing on cultural–historical theory, guided play research and studies on family learning environments, this paper proposes a conceptual model of play-based mathematical learning through parental mediation. The model conceptualizes early mathematical development as an ecosystem emerging from the interaction between children’s playful exploration, adult guidance and everyday family practices. Implications for early childhood education are discussed, particularly in relation to supporting parents in recognizing the mathematical potential of informal learning experiences. Full article

Digital platforms, and social media in particular, play a central role in daily life. At the same time, they may also amplify hate speech, stereotypes, and polarization. In this context, Instagram appears as a hybrid space where self-representation, social connection, functional access to information and content creation coexist. This paper offers a narrative review of the literature on the use of Instagram Reels as tools for the informal learning of an L2 language among migrants. The review of seven studies shows that Instagram’s short visual formats can support language acquisition in non-formal settings and help users navigate cultural negotiation in everyday communication. Full article

In rapidly urbanising developing economies, construction activity frequently relies on informal and semi-skilled labour. This coincides with limited opportunities for systematic skill development, leading to persistent labour deskilling. While existing research has predominantly addressed these challenges through policy reform, industrialisation, or efficiency-driven technological models, less emphasis has been placed on the role of architectural design in shaping labour–technology relations on-site. This article adopts a constructivist perspective on technology to investigate how architectural design can serve as a socio-technical framework for non-formal labour upskilling within construction practice. Drawing upon qualitative case studies of two architectural projects in Sri Lanka—a suburban residential retrofit and a low-income rural housing prototype—this study analyses how design strategies such as systemisation, construction sequencing, material hybridity, and craft-based component detailing embed tacit learning within production processes. The findings demonstrate that craft, understood as a mode of tacit knowledge and on-the-job learning rather than as a stylistic or nostalgic response, can facilitate skill acquisition across diverse economic and technical contexts. By repositioning architectural design as an active mediator between technology and labour, this article contributes to debates within construction studies, social sciences, and architectural theory and proposes design-led construction strategies as a context-sensitive alternative to purely policy- or efficiency-driven approaches to labour development. Full article

Educational tourism in protected natural areas (PNAs) has established itself as a valuable strategy for promoting sustainability by integrating learning experiences with conservation and territorial development objectives. However, the international literature still offers limited evidence on the conditions that facilitate its implementation in non-formal contexts, particularly regarding the availability, consistency, and quality of interpretive infrastructure for public use that supports educational processes. This study addresses this gap through an assessment aimed at examining the relationship between educational tourism and landscape characteristics, as well as identifying which PNAs are most suitable for the development of educational tourism initiatives. The province of Ciudad Real (Castilla-La Mancha, Spain) is used as a case study, as it presents the highest regional concentration of PNAs and a remarkable diversity of landscapes. Using a standardised field form, 35 PNAs were inventoried and evaluated according to three key dimensions: interpretive provision, accessibility, and informational materials, including the incorporation of landscape content as a pedagogical resource. The variables used were subjected to a critical comparative analysis for the characterisation and categorical organisation of the spaces studied. The results reveal marked territorial heterogeneity in terms of facility availability, state of conservation, and effective integration into the interpretive offering, with comprehensive approaches remaining scarce. Only a limited number of sites adequately combine these dimensions, establishing themselves as enclaves with high tourism and educational potential. Overall, the findings highlight the importance of developing coherent infrastructure and considering the landscape as a key interpretive element in educational tourism in PNAs. Full article

The content and career cluster of agriculture, food, and natural resources (AFNR) provides opportunities for K-12 teachers to engage students to solve complex authentic problems that blend science, technology, engineering, and mathematics (STEM), yet limited research has been conducted on how to effectively leverage teaching and learning to integrate STEM using the context of AFNR through the school-based agricultural education program. This conceptual paper was developed through a collaborative sensemaking process focused on systems thinking as a way of knowing to integrate STEM within the contexts of AFNR, utilizing the SBAE program in the United States. A comprehensive career and technical education (CTE) program model of SBAE develops secondary education students’ career readiness skills through classroom and laboratory instruction, leadership development, and supervised agricultural experiences. The literature was reviewed to describe the current status of integrated STEM in SBAE, including learning by doing, solving real-world problems, application of content knowledge in out-of-school and community-based settings, learner-centered pedagogies, and development of career readiness skills for the workforce. By employing systems thinking as the theoretical framework and integrated STEM as a conceptual framework, the authors engaged in collaborative sensemaking of their professional and scholarly experiences and proposed findings and discussion of a three-model framework (i.e., teacher, program, and learning approach) to support integrated STEM education through AFNR and SBAE. Limitations of the framework are also discussed. The AFNR career cluster was used as the context to discuss how the three-model framework (i.e., teacher, program, and learning approach) of integrated STEM through AFNR could be operationalized for SBAE. Discussion and implications of the three-model framework for other career clusters in career and technical education (CTE) and non-formal education in community settings are presented. Conclusions and recommendations are provided for advancing STEM integration in SBAE for teacher development, program development, and research. Full article

Food supply veterinarians, those who service the dairy, swine, poultry, small ruminant, and beef cattle industries, benefit society by protecting animal and public health and ensuring a safe, wholesome food supply. However, there are not enough entering the workforce to meet current and future demands. Non-formal learning environments can be used as a recruitment tool to provide participants with positive interactions and hands-on experiences. To build awareness of food supply veterinary medicine (FSVM) in youth, we developed an immersion program designed to provide high school students with hands-on experiences with food animal species. Day camps were held during the summers of 2022 and 2023, each coordinated with multiple partners at different locations in central Ohio. Year One camp utilized registration and post-test surveys and Year Two utilized matching pre- and post-test for analysis. Over the two programs, 110 participants engaged in hands-on experiences, including: outbreak investigations, measuring clinical parameters, performing diagnostics, and basic veterinarian procedures. Pre- and post-test evaluations were performed to measure changes in participants’ attitudes and perceptions, and a McNemars test was used to evaluate Year Two data. In Year One, we saw positive shifts in those interested in FSVM careers. In Year Two, we saw positive shifts in knowledge of FVSM careers, with biosecurity knowledge increasing. Outreach activities like day camps can be replicated in other locations to increase interest in FSVM careers. Full article

In the “culture of digitality”, new (digital) spaces of opportunity in the contested field of formal and informal learning contexts are constantly emerging, forcing students to orient themselves and take responsibility for selecting information. To deal with the associated challenges (e.g., cognitive overload) this brings, digital skills are required, which can be acquired through various learning and usage practices. The aim of this study is to examine the interplay between students’ individual (digital) learning environments and their (digital) learning and usage practices, which are shaped by the culture of digitality, to derive actionable recommendations for the promotion of digital competencies. Thus, the multivariate results of a quantitative 10-day diary study with 70 students from a German University demonstrate that merely owning digital media is not sufficient to stimulate processes for developing digital competencies. Instead, students need to be encouraged to use these media in a way that actively promotes learning and reflection. Against the backdrop of these findings, there is a discussion about how learning environments can be designed to support and accompany students’ individual digital learning practices. Full article

The aim of this research is to elaborate on the activities of non-formal experiential learning in agritourism developed by an organic family farm in Thessaloniki, Greece. Based on a qualitative approach, in-depth interviews with the owners of the farm and a Business Model Canvas (BMC) approach to this case study, the results indicate that workshops, seminars on nutrition, environmental conservation activities, plant identification, hands-on activities for children and cooking lessons with chefs are some of the non-formal learning tools. The aforementioned activities, on the one hand, raise gate sales for the family and, on the other hand, promote knowledge and awareness towards the contemporary environmental challenges that the rural areas and our food chain are facing. Future development strategies were also identified through the BMC, such as the adoption of digital educational tools, and ‘Do It Yourself’ kits for growing microgreens at home, while the need for official certification and support of multifunctional farms by the Ministry of Rural Development was also highlighted. Full article

Adult learner dropout is adults’ withdrawal or stop-out from formal or non-formal educational programs before successful completion. For adult learners, withdrawal often manifests as stop-out or temporary disengagement rather than permanent attrition, reflecting the episodic nature of their participation. Unlike traditional students, adult learners must often balance multiple life responsibilities—employment, caregiving, financial obligations, and community roles—while also pursuing education or training. Their vulnerability to attrition is further exacerbated by these overlapping demands, particularly when educational programs do not accommodate their situational and motivational needs. Adult learner dropout therefore requires a more dynamic understanding of persistence as a continuous negotiation between internal and external demands. Participation in online education has significantly expanded over the past two decades, particularly during and after the COVID-19 pandemic, as adult learners increasingly engage with digital platforms for work and communication. This exposure has enhanced their digital fluency, transforming their expectations and experiences of online learning. Thus, the underlying factors that influence adult learner dropout have also shifted—moving beyond technological and access-related barriers to instructional quality, engagement design, and relevance issues. In this evolving landscape, adult learner dropout can no longer be regarded as isolated or individual events. It is a systemic phenomenon emerging from dynamic interactions among psychological, pedagogical, contextual, and institutional factors. Full article

Few studies have examined how formal and non-formal learning contexts can be systematically combined within teacher professional development, particularly in low- and middle-income country (LMIC) settings where non-formal education remains underdeveloped. This study addresses this gap by presenting the development and implementation of a Teacher–Lesson–School (TLS)-Based Personalized Teacher Professional Development model (PTPD-model) aimed at enhancing teachers’ functional and digital literacy as a prerequisite for fostering similar competencies among students. The novelty of the model lies in integrating formal subject-based instruction with non-formal school education (clubs, workshops, and project formats), positioning teachers not only as participants in formal Continuing Professional Development (CPD) courses but also as active agents of non-formal learning. The model draws upon international research frameworks, including the Programme for the International Assessment of Adult Competencies (PIAAC), the Teaching and Learning International Survey (TALIS), the Programme for International Student Assessment (PISA), the TLS approach, and the framework of Teacher Professional Development for Sustainable Development Goals (TPD for SDG). The study was conducted in 2023–2025 using a mixed, longitudinal, quasi-experimental design and a purposive sample (n= 80 teachers from 16 rural schools in Kazakhstan). A triangulated evaluation approach combined self-assessment and expert-based observations. The TLS-based PTPD model was implemented as a modular program with elements of coaching, personalization, and school-based projects. The findings demonstrate significant improvements in teachers’ digital and instructional competencies, lesson quality, and school-level engagement. This study provides one of the first systematic examinations of such integration in Central Asia, offering insights relevant to regional reforms, global education policy, and the achievement of Sustainable Development Goal 4.7 (SDG 4.7). Full article

Zoos and aquariums are important learning environments for formal, non-formal and informal learning. A systematic theoretical basis for adult visitors’ learning at zoos and aquariums already exists. In total, there have been six literature reviews of this topic. However, to date, no literature review has been published concerning children’s and adolescents’ learning in zoos and aquariums. The systematic literature review presented in this article fills this gap and summarises the published results on formal and non-formal learning by children and adolescents in zoos and aquariums. A literature search in the Education Resources Information Center (ERIC) and Web of Science databases yielded 858 peer-reviewed articles. Fifty-one of these met the inclusion and exclusion criteria and were analysed more deeply. Each step of the literature search was verified by a human interrater. The analysis of the studies included in the review followed the steps of qualitative content analysis. The coding of the studies was done by two raters to ensure objectivity and reliability. For these, a human rater and an artificial intelligence system analysed the studies. The results indicate differences in research focus in different countries and that zoos and aquariums are productive learning environments for various types of visiting (e.g., learning trips, family outings) with a variety of identified learning methods and elements (e.g., touch tanks, keeper talks, guided tours, camps) that have different positive effects on knowledge, attitudes, behaviour and other variables. However, the results also identify starting points for new research and research gaps in this area. Full article

This study explores the impact of integrating formal and non-formal learning in secondary school education through a mixed-methods experimental design. A total of 120 students (aged 14–16) from two secondary schools were randomly assigned to an experimental group (n = 60) and a control group (n = 60). The experimental group participated in a twelve-week interdisciplinary programme that combined traditional curricular subjects with non-formal educational practices such as sports, theatre, art, and community engagement, supported by digital learning platforms. Quantitative data were collected through validated instruments, while qualitative data were gathered through observations, focus groups, and semi-structured interviews with students, teachers, and parents. Statistical analyses (t-tests and ANOVA) revealed significant improvements in intrinsic motivation, psychological well-being, and sense of belonging among students in the experimental group compared to the control group. Thematic analysis of qualitative data confirmed these findings, highlighting increased collaboration, engagement, and inclusion. The results indicate that integrating formal and non-formal education fosters holistic learning, strengthens community ties, and promotes emotional and cognitive development. These findings provide empirical support for policies and pedagogical practices aimed at developing flexible, participatory, and sustainable educational models. Full article

Vocational education and training (VET) is a strategic driver of national education and skills development systems. It covers both Initial VET (IVET), which provides young people with vocational qualifications before they enter the labor market, and Continuing VET (CVET), which supports adults in updating or expanding their skills throughout their working lives. VET provides individuals with essential skills for employment and supports economies in adapting to technological, labor market, and social changes. Within the European Union (EU), VET plays a central role in addressing labor market transformation, the green and digital transitions, the rise of artificial intelligence, and the pursuit of social equity. This paper presents a data-driven analysis of VET in the EU countries. It reviews the relevant literature and outlines the role of Cedefop, the European Centre for the Development of Vocational Training, together with its main VET performance indicators. The analysis draws on publicly available Cedefop data on key VET indicators, filtered for reliability and systematically processed to ensure robust results. This research focuses on a selected set of key indicators covering participation in IVET at upper- and post-secondary levels, adult participation in both formal and non-formal learning, government and enterprise expenditure on training, the gender employment gap, and adult employment rates. These indicators are derived from Cedefop data spanning the period 2010–2024, with coverage varying across indicators. This study applies descriptive analysis to identify outlier countries, correlation analysis to explore relationships between indicators, and cluster analysis to group countries with similar VET profiles. It also compares the largest EU countries using common indicators. The results suggest key patterns, differences, and connections in VET performance across EU countries, offering insights for policy development and future research in VET. Full article