Journal of Non-Formal and Digital Education
The Journal of Non-Formal and Digital Education (ISSN 3100 - 5675) is an open-access publication dedicated to exploring innovative approaches in education, with a special focus on non-formal learning, digital methodologies, and interdisciplinary teaching strategies. We are dedicated to enhancing the visibility and impact of research in innovative education. Through our Web-First initiative, we ensure that research results reach the global education community as soon as it is peer-reviewed and accepted, allowing for immediate visibility and engagement. Key benefits of Web-First include: ✔ Rapid dissemination – Authors can share their findings without waiting for full issue publication. ✔ Increased visibility – Articles become indexed and citable upon online release. This approach accelerates the impact of research, providing timely access to studies in non-formal and digital education. By publishing peer-reviewed articles, we strive to provide a platform for educators and researchers to share their insights on how digital tools, innovative methodologies, and interdisciplinary approaches can shape the future of learning. We welcome submissions from educators, researchers, and industry experts committed to advancing sustainability, technology-driven education, and innovative teaching approaches.
Designing AI training paths for youth workers: Evidence from a European pilot initiative
Artificial Intelligence (AI) is increasingly shaping the social, educational, and civic environments in which young people live and learn, creating new challenges and opportunities for youth workers. Despite the growing relevance of AI, structured and context-sensitive training opportunities for youth workers remain limited. This study explores how an AI training path can be designed to support youth workers’ competence development in ways that are critical, ethical and practically relevant to their professional roles by analysing a pilot training initiative developed within the Artificial Intelligence for Youth Work (AI4YouthWork) project, a cooperation partnership co-funded by the Erasmus+ Programme of the European Union. A mixed-methods research design was adopted, combining post-training survey data with platform analytics. Quantitative data captured participants’ perceptions of learning outcomes, relevance and readiness to engage with AI, while qualitative responses provided insights into perceived usability, meaningfulness, and design strengths. A total of 112 participants from diverse European countries and professional backgrounds took part in the study. Findings indicate that the training path supported perceived improvements in AI-related knowledge, skills, confidence, and readiness across participants with heterogeneous levels of prior AI familiarity. The modular and flexible design enabled differentiated engagement, while strong contextualisation and ethical framing enhanced perceived relevance. Participants valued learning experiences that connected AI to youth work values, professional identity and everyday practice rather than focusing solely on technical functionalities. The study concludes that AI competence development for youth workers is most effective when training paths are modular, practice-oriented, ethically grounded and aligned with non-formal education principles. These findings offer design-oriented insights to inform future professional learning initiatives in the youth work field.
Copyright (c) 2026 Journal of Non-Formal and Digital Education https://creativecommons.org/licenses/by/4.0
Ecological education - an essential component in achieving sustainable development goals
The purpose of the article is to highlight the critical role that ecological education plays in fostering environmental awareness, responsibility, and sustainable behavior among individuals from an early age. It also underscores the need for proactive and interdisciplinary approaches to environmental education to empower future generations to protect and preserve natural resources. The methodology of the article is based on a qualitative, experiential approach, utilizing the eTwinning project “Earth friendly STEM+ A” as a practical model of ecological education applied in early childhood. The project was implemented with preschoolers and involved: Integrated thematic activities combining science, technology, engineering, arts, and mathematics (STEM+A) with environmental topics; Experiential learning methods such as outdoor exploration, hands-on ecological tasks (e.g., cleaning green spaces, planting, sorting waste), and creative expression; Collaborative learning involving educators, children, families, and the local community; Reflective observation of children’s behaviour, engagement, and understanding throughout the project. This approach allowed for observing how ecological values and sustainable behaviours can be effectively cultivated from a young age through active participation and environmental interaction. Key findings in the article include that early exposure to nature through outdoor activities fosters a stronger emotional connection between children and the environment, while preschoolers can understand and apply basic ecological principles (such as recycling, caring for plants, or respecting nature) when taught through hands-on, age-appropriate experiences. Moreover, experiential, project-based learning (like in the eTwinning “Earth friendly STEM+A” project) enhances curiosity, critical thinking, and creativity, and environmental education increases children’s sense of responsibility toward nature and promotes pro-environmental behaviour. Finally, family and community involvement strengthens the impact of ecological education, encouraging consistency between learning at school and practices at home, The article concludes that ecological education is a vital foundation for fostering environmental awareness and responsibility from an early age. By integrating experiential and nature-based learning approaches, such as those used in the “Earth friendly STEM+A” project, preschoolers develop critical thinking, creativity, and a lasting connection to the natural world. This early engagement not only cultivates respect and care for the environment but also contributes significantly to achieving broader sustainable development goals. Therefore, embedding ecological education within early childhood curricula is essential for nurturing informed, responsible future citizens committed to environmental stewardship.
Copyright (c) 2025 Journal of Non-Formal and Digital Education https://creativecommons.org/licenses/by/4.0
Inclusive education is a fundamental principle of modern educational systems, ensuring equal learning opportunities for all students, including those with Special Educational Needs (SEN). In this context, blended learning has emerged as a relevant pedagogical model. This paper examines its role in supporting the academic, social and emotional development of students with SEN. The study adopts a conceptual and descriptive approach based on educational literature and practical teaching experience. It outlines the core elements of blended learning: direct interaction, digital resources and learner autonomy, and compares face-to-face and online learning environments. The analysis indicates that blended learning facilitates differentiated instruction, enhances student engagement, and supports individual learning rhythms. Digital platforms enable continuous monitoring of progress, automatic assessment, and immediate feedback. For students with SEN, this approach contributes to improved academic performance, increased motivation, and the development of social and emotional competencies, while promoting diversity and tolerance within the school community. Ultimately, blended learning offers a sustainable and inclusive pathway for improving educational quality in special education contexts. However, its effectiveness relies on thoughtful instructional design and the teacher’s capacity to harmonise technological tools with authentic human engagement.
From information to disinformation. How we teach students to recognise fake news
Due to the rapid expansion of information in the mass media and social media, the phenomenon of fake news represents a major challenge for the educational process. This article aims to highlight the role of teachers in developing students' skills in identifying and critically analysing fake news. Starting from the need to develop critical thinking and implement media education, active-participatory teaching strategies and digital tools that promote learning are presented and analysed. These clearly contribute to stimulating students' ability to assess the credibility of information, recognise manipulation and adopt responsible behaviour in the online environment. The proposed teaching strategies emphasise the importance of integrating media education into current teaching activities as an essential element in the formation of well-informed citizens in a democratic society.
Augmented Reality in the classroom: The Kurrichi App – A creative tool for interactive learning
This article explores the integration of augmented reality (AR) into primary education through the use of the Kurrichi app, an innovative digital tool designed to enhance active learning and student engagement. The study highlights how AR technology transforms traditional lessons into immersive, visual, and interactive experiences that promote curiosity, creativity, and critical thinking. The Kurrichi app enables the creation and manipulation of 3D objects in real time, allowing students to explore abstract concepts in science, geography, mathematics, and art with increased clarity and motivation. A case study was conducted with Year 4 students during a Natural Sciences lesson on the Solar System, employing the Kurrichi app as a key learning resource. Students interacted with a 3D model of the solar system, engaged in guided exploration of each planet, completed worksheets, and participated in reflective discussions and assessment activities. Observations revealed heightened engagement, improved understanding of scientific content, and enthusiastic student responses to the use of AR. The findings suggest that AR tools such as Kurrichi not only enhance conceptual understanding and retention but also encourage the development of essential 21st-century skills, including digital literacy, collaboration, and problem-solving. The article concludes that augmented reality is a powerful pedagogical tool capable of transforming the classroom into a dynamic and learner-centred environment, fostering both academic and creative growth.
Innovative teaching and learning methods in Romanian language and literature classes at the gymnasium
Teaching Romanian language and literature in middle school requires an adaptation to the demands of the digital generation, going beyond traditional methods. Today's students are oriented towards technology, critical thinking and interactivity. Teachers resort to innovative methods to make the lesson more relevant and engaging. Among the most effective are: Project-based learning: This stimulates creativity and teamwork. Students can create posters, brochures or digital presentations about authors or literary texts, developing skills in analysis, synthesis and expression. Digital technology: The role of technology is crucial. Educational applications, interactive quizzes, online learning platforms (such as Digitaliada) and the creation of films or podcasts on literary themes offer a modern approach, adapted to the way students think. The Digitaliada platform is an essential tool in the digitalization of education in Romania. It offers modern and accessible educational resources, with a formative, innovative and integrative role. It contributes to increasing the quality of education through interactive digital methods, offering free lessons and materials, adapted to the national curriculum, stimulating student interest and improving school results through attractive approaches.
Perspectives on outdoor education for preschoolers
The purpose of the article about outdoor education is to highlight the importance and benefits of learning in natural environments, especially for preschool children. It aims to show how outdoor education supports cognitive, emotional, social, and physical development, complements formal education, and promotes active, experiential learning. The article also explores how outdoor activities can meet children's basic psychological needs and contribute to their overall well-being and inclusion. The methodology used in the article is primarily descriptive and practical. It presents a theoretical overview of outdoor education, The approach is experiential and learner-centred, focusing on: Learning through direct interaction with nature; Active participation in outdoor games, storytelling, creative activities, and environmental tasks; Integration of curriculum goals (language, math, communication) into natural settings; Use of observation and reflection to guide and adjust educational practices; Encouraging personal responsibility, teamwork, and inclusion. The article on outdoor education highlights several key findings and expected outcomes. It shows that children are more active, engaged, and motivated when learning in outdoor environments, which fosters deeper involvement in the educational process. Such experiences also strengthen their connection to nature, encouraging respect for the environment and increasing awareness of ecological issues. Outdoor education proves particularly beneficial for diverse learners, including those with learning difficulties, by providing alternative, hands-on opportunities to explore and understand concepts. Moreover, combining physical activity with learning has a positive impact on well-being, helping to reduce stress while supporting emotional and mental health. Finally, outdoor learning facilitates curriculum integration by linking core subjects with real-life, experiential contexts, promoting a multidisciplinary approach to education. This research highlights the importance of outdoor education as a powerful tool for enhancing early childhood development. The findings suggest that integrating outdoor education into early learning curricula can improve engagement, inclusiveness, and overall well-being, offering educators a meaningful way to enrich traditional teaching methods.
Artificial intelligence competence needs for youth workers
This work addresses the increasing need for youth professionals to acquire competencies that enable the meaningful integration of Artificial Intelligence (AI) into non-formal and formal educational contexts. Against the backdrop of accelerated digital transformation, youth workers in Europe face challenges in understanding, adopting, and ethically applying AI technologies. This work, undertaken within the framework of the Erasmus+ co-funded initiative Artificial Intelligence for Youth Work (AI4YouthWork), seeks to define the requisite knowledge, skills, and attitudes for responsible AI use in youth work settings. The research followed a mixed-methods design, combining desk research, policy analysis, and empirical data collection through semi-structured interviews and focus groups involving youth workers from Italy, Romania, Greece, and Portugal. The findings informed the development of an AI Competence Framework and the validation of targeted educational resources. The analysis revealed significant variability in AI awareness among youth professionals, accompanied by uncertainty regarding ethical implications and practical implementation. The validated competence framework captures four critical dimensions: technical under- standing of AI, ethical reasoning, human-centred application, and the societal and environmental implications of AI. Complementary outputs include a multilingual eLearning catalogue (com- prising 48 open educational resources) and a practical training toolkit with curated AI tools and youth-focused workshop templates. This work contributes to the digital capacity-building of youth professionals by offering a structured, scalable model for the integration of AI in youth work. The findings underscore the necessity of embedding AI education within inclusive, ethically grounded, and context-sensitive training strategies. The proposed framework and supporting tools provide a foundation for long-term transformation in digital youth work across Europe.
Non-formal education and its impact on society
Non-formal education is a complementary and essential form of learning, carried out outside the traditional institutional framework, aiming to develop personal, social and professional skills. This type of education plays an important role in forming active and responsible citizens, contributing to social cohesion and the development of communities. In this study, the benefits of non-formal education, its social impact and some concrete examples that illustrate this educational form are examined. The research employed a qualitative approach, combining literature review and case study analysis. Data were gathered from non-governmental organizations, community education centres, and adult learning programs across various regions. Interviews and focus group discussions with participants and facilitators of non-formal education programs provided rich, contextual insights. The methodology emphasized understanding lived experiences and the perceived societal value of non-formal learning. This approach allowed for a deep exploration of how such programs contribute to community development, personal empowerment, and skill acquisition. The study found that non-formal education plays a pivotal role in bridging gaps left by formal educational systems. Participants reported increased confidence, improved employability, and a stronger sense of community belonging. Programs focused on literacy, vocational training, and civic education were especially effective in marginalized communities. One notable finding was that non-formal education often leads to ripple effects—such as intergenerational learning and increased civic participation. Additionally, the flexible, learner-centred structure of these programs was found to accommodate diverse learning styles and life situations, making them accessible to youth, women, and older adults. Non-formal education holds significant potential for fostering inclusive and sustainable societal development. The research underscores the importance of integrating non-formal learning frameworks into national education policies to enhance social equity and lifelong learning opportunities. Policymakers and educators are encouraged to recognize and support non-formal education as a strategic tool for social transformation and economic resilience.
Technology as a Driver of Educational Innovation
This article explores how technology acts as a catalyst for educational innovation, especially in resource-limited schools. Drawing from direct experience with the Digitaliada program, the study highlights pedagogical transformations enabled by digital tools. It examines personalized learning, gamification, collaborative digital environments, blended learning models, and the role of teacher communities in sustaining innovation. The findings suggest that technology, when integrated thoughtfully, enhances not just digital competence but also student agency and teacher collaboration. The conclusion underscores the importance of vision, continuous training, and strong educational communities in achieving impactful digital transformation.
A sustainable future - the recent goal in education
Sustainability has become a serious goal of education, and the principles of sustainability have started to be integrated into the secondary education curricula. However, formal education rarely addresses this concept thoroughly and unfortunately students approach sustainability mostly at theoretical level. As a result, it is imperative that besides knowledge, students should be equipped with skills and behaviours to help them take the best decisions and further the best actions with a view to sustainability, to the benefit of the planet and of themselves. Sustainable and green education initiatives represent a generous potential for teaching and ensures the degree of curiosity and satisfaction that students have become to lack nowadays when it comes to the classroom environment. Students make better acquisitions by means of "learning by doing" strategies and often their feedback after an interactive class is more than enthusiastic. This article is the result of a gradual endeavour in introducing the principles of sustainability in the English class and further during the Green Week program in order to create positive behaviour acquired in an interdisciplinary environment. The experience is relevant for teachers of foreign languages who are interested in adding relevant content both to the curriculum and to the extra- curricular areas, with a view to economic, social, environmental and cultural development. The article describes activities developed during the English classes as well as during the Green Week program with focus on the practical character and the integration of science within the foreign language environment.
Non-formal education and its impact on society. Case study on the simulation of a judicial trial in the 7th grade
The article explores the role of non-formal education in the development of students' civic and social skills, by presenting a case study conducted in the 7th grade. The aim of the research was to demonstrate how interactive methods can support active learning and contribute to the formation of a responsible attitude towards the law and society. The activity involved organizing a mock trial in the school environment, in which students played different roles in a fictional case. The simulation was complemented by the participation of a professional lawyer, within the project "Be a lawyer in your school!", who held applied lessons to deepen legal concepts. The approach was non-formal, focused on learning through direct experience. Participation in the activity generated increased interest in the topic of justice and contributed to the development of communication, argumentation and collaboration skills. Students became more aware of the importance of respecting the law and demonstrated a better understanding of civic responsibilities. The activity strengthened self-confidence and stimulated active involvement in the educational process. Mock trials and collaboration with professionals outside of school can have a significant impact on training young people as active citizens. Non-formal education enriches formal learning by providing relevant and authentic contexts that prepare students for life in society. Such practices should be encouraged and systematically integrated into the educational process.
Use of multiple intelligences by role-play method
Using the non-formal method of role-playing in a transdisciplinary format, combining history and French language, aimed to adapt teaching and learning methods to meet the need for lifelong learning skills development. The proposed objectives were: to train sustainable learning skills, develop competences for an interdisciplinary approach to the knowledge of history and French, and foster critical thinking, creativity, and text interpretation abilities. A 5th-grade middle school class was selected, and the transdisciplinary history project was implemented under the theme The Gallic Wars: Asterix versus Julius Caesar, through the collaboration of history and French teachers. The project took place over six hours across both subjects. Students were divided into two camps - Gauls and Romans - chose their characters, conducted research on the historical events and key figures involved, and concluded with a role-playing activity simulating the final confrontation, performed in both Romanian and French. Students expanded their knowledge of history and French by engaging in role-play and demonstrated their ability to communicate and collaborate effectively through teamwork. They successfully applied vocabulary and grammar elements and incorporated theatrical expression in the final presentation of the project. Through this active method, role-playing, knowledge acquisition in both subjects was greatly facilitated, as it combined intellectual and physical aspects of learning. It helped students develop social and linguistic skills, improved their concentration, and enabled them to more easily assimilate prose elements and pronunciation in a contextualised setting. Furthermore, it supported vocabulary acquisition in both French and history and boosted students’ confidence in their ability to learn a foreign language.
Digital-augmented transdisciplinary learning: The convergence that redefines education
In the context of rapidly evolving educational paradigms, this study explores how the convergence of transdisciplinary approaches and digital technologies reshapes modern learning environments. The research aims to investigate how digital tools enhance transdisciplinary learning by promoting holistic problem-solving, collaboration across domains, and learner-centred education. The objective is to assess whether digital augmentation strengthens connections between knowledge areas while adapting to learners' needs in a dynamic, technology-driven society. This research employs a mixed-methods approach, integrating qualitative analysis of classroom practices with quantitative assessment of student engagement and performance. Case studies from secondary and higher education institutions were conducted, where educators implemented project-based learning infused with digital platforms such as Prezi, Kahoot!, and Nearpod. Surveys and interviews with teachers and students provided insight into how technology facilitated transdisciplinary learning processes, while comparative analysis was used to evaluate outcomes across disciplines. Initial findings suggest that digital tools significantly contribute to breaking traditional subject silos, enabling learners to approach real-world problems through interconnected perspectives. Students exhibited greater motivation and autonomy when engaged with digital-enhanced, transdisciplinary projects. Educators reported improved differentiation, more inclusive practices, and deeper conceptual understanding among students. Furthermore, technology emerged as a catalyst for creativity, allowing learners to construct knowledge in personalized and collaborative ways. This research underscores the transformative potential of digital-augmented transdisciplinary learning in cultivating adaptable, critical-thinking individuals prepared for interdisciplinary challenges. The integration of technology with cross-disciplinary pedagogy not only modernizes instruction but also enhances educational equity and accessibility. These findings advocate for a strategic redesign of curricula to embrace digital innovation as a core component of future-ready, transdisciplinary education.
Augmented Reality in the Classroom: Quiver App, a Creative Tool for Interactive Learning
This article explores the integration of augmented reality (AR) in primary and early childhood education through the Quiver app, an innovative digital tool that transforms traditional colouring activities into interactive three-dimensional experiences. The study aims to demonstrate how AR can enhance learning by increasing engagement, improving retention, and fostering multisensory learning. The research employs a case study approach, analysing the implementation of Quiver in interdisciplinary lessons, including science, visual arts, and early literacy and numeracy activities. Data collection was based on classroom observations, pupil self-assessment, and internal surveys measuring motivation, participation, and learning outcomes. Findings indicate that the use of Quiver significantly increased pupil motivation and active participation, particularly among children with concentration difficulties or non-traditional learning styles. Pupils demonstrated improved retention of key concepts, with 85% achieving top scores in assessments on the butterfly life cycle. The app’s capacity to provide immediate visual and auditory feedback strengthened conceptual understanding and supported differentiated learning. Challenges such as the need for adequate mobile devices and stable internet connections are acknowledged, with recommendations for strategic planning and integration into broader pedagogical frameworks. The article concludes that Quiver acts as a bridge between traditional teaching and digital innovation, supporting experiential learning and digital competence development. By merging play-based activities with technology, it offers teachers an effective, easy-to-implement method to enhance classroom engagement and achieve more impactful learning experiences.
Innovative teaching in eTwinning projects
This article examines innovative teaching strategies developed through three eTwinning projects—Learning Environments, Be My Digital Pal, and Time to Speak Up—which focus on enhancing students' creativity, collaboration, and digital competencies. The projects integrate both physical and virtual learning spaces, fostering engagement through a mix of traditional activities and Web 2.0 tools such as Padlet, Flipgrid, Canva, and CapCut. The methodology involved collaborative project-based learning, interactive digital tools, and cross-cultural exchanges among students from multiple European countries. The findings reveal that students improved essential skills, including writing, speaking, and critical thinking, while also developing digital literacy and cultural awareness. The Learning Environments project encouraged participants to explore various learning styles—visual, auditory, kinesthetic, and reading/writing—through creative and practical activities such as music-based learning and outdoor tasks. Be My Digital Pal enhanced students’ English language proficiency by encouraging pen-pal communication and content creation using digital platforms, while also raising awareness of online safety and digital citizenship. Time to Speak Up addressed communication barriers, helping students gain confidence in expressing themselves in English while fostering intercultural understanding through webinars and mentorship sessions. The results indicate that these projects not only improved academic and linguistic outcomes but also strengthened interpersonal and intrapersonal skills such as teamwork, problem-solving, and self-discipline. The article highlights the value of eTwinning projects as a platform for blending formal education with experiential, creative, and technology-driven approaches, preparing students for real-world challenges and lifelong learning.
The use of technology in religion classes - a necessity in a contemporary society
This paper explores the essential role of integrating technology into contemporary religious education, with a focus on Orthodox Christian instruction. The purpose is to examine how digital tools such as multimedia platforms, mobile applications, and interactive learning resources can increase student engagement and enhance the comprehension of religious content. A qualitative analysis is conducted using practical examples and pedagogical applications. The findings show that the use of technology can support both cognitive and spiritual development when applied judiciously. The article concludes that a balanced, reflective integration of digital tools can modernise faith-based education without compromising its spiritual depth.
A cross-country study on integration of artificial intelligence in education
The integration of Artificial Intelligence (AI) in non-formal, informal and formal education is an emerging area with great potential to transform the world. However, the capacity of educators, youth workers and teachers to capitalise on this potential remains limited due to a lack of well-defined frameworks for AI integration in practices. The scope of this study is to explore the needs, challenges, and perspectives of youth work professionals regarding AI integration. The research methodology employed mixt research methods. The literature review was followed by four semi-structured focus groups involving 72 youth workers and professionals with diverse backgrounds, nationalities and experience levels. A common guideline was used to ensure consistency, including facilitator instructions, discussion prompts, and reporting templates. The data collected during the focus groups were analysed using a Computer-Assisted Qualitative Data Analysis Software (CAQDAS), ATLAS.ti software dedicated to qualitative research. The authors conducted qualitative analysis, through coding, identification of main categories, thematic map for visualization of results, and interpretation of findings to uncover patterns and deeper insights. The results revealed a generally positive attitude toward AI tools and an awareness of their potential benefits in youth work, particularly in content creation. However, participants reported significant challenges regarding the use of AI for administrative tasks efficiency, for personalised learning, ethical concerns, and difficulty in interpretation of data. Cross-country similarities emerged, suggesting a shared need for capacity building and continuous training, while differences highlighted the influence of national contexts and digital infrastructure. This study provides a foundational understanding of the competence needs of youth workers in relation to AI adoption. The findings are relevant for course designers wishing to offer targeted training for youth workers. Future research is also needed into policy-level support mechanisms that can enhance AI literacy and ethical integration across the sector.
Copyright (c) 2025 Journal of Non-Formal and Digital Education https://creativecommons.org/licenses/by-nc/4.0