THEORETICAL AND PRACTICAL ASPECTS OF ADULT SELF-LEARNING IN INFORMAL LEARNING ENVIRONMENTS

Abstract

The article has conducted conceptualization of non-formal adult learning within the context of andragogical theory and practice. The purpose of the study is to analyze the theoretical and applied aspects of adult self-directed learning in a non-formal educational environment. The research employed a comprehensive set of methods, including theoretical analysis, synthesis and generalization of academic literature, classification and modeling, as well as interviews with learners and analysis of their experiences in order to identify the specific features of the learning process and the factors influencing it. The study analyzes informational, philosophical, and andragogical concepts related to «learning ability» and «self-learning» as the main prerequisites for an individual’s learning capacity within the framework of lifelong learning. Particular attention is paid to theoretical ambiguities and terminological contradictions in the interpretation of non-formal learning, which is often understood as a spontaneous, unorganized, and unconscious process. It is argued that non-formal learning is associated with the concept of «learning ability» as an individual’s educational potential that can be developed through andragogical approaches. It is concluded that, from the perspective of andragogy, non-formal learning is an integral component of lifelong learning and requires a specific approach and appropriate support. Unlike formal and informal education, it lacks clear institutional coordination, which necessitates the use of focused andragogical tools, including systems for the validation of learning outcomes, individual support, and counselling mechanisms that connect personal experience with the educational context. Future research should focus on a deeper understanding the mechanisms of self-directed and incidental learning, as well as on identifying effective ways to support these processes in the context of professional activity, community life, and everyday practices.

Key words: non-formal learning; in-formal learning; self-education; humility (ability to learn); andragogical intervention.