1 Introduction
Adult and youth education professionals influence social and educational processes in society, facilitate the learning processes, and support learners in different learning settings and educational environments. Learning should not only be confined to institutional boundaries, and could be seen in different settings. For instance, the discussions around the importance of non-formal learning
Adult and youth education is a heterogeneous “landscape” and non-formal learning settings characterized by complex social, educational, and learning practices, internal and external social relations. Social relations are constitutive of social positions (Martins, 2022). Therefore, the investigation of social positions of educators is important. Social position refers to the position of the given individual or group in the system of social relations, such as interest relations and social power relations. Social positions describe the social status of practice, and are communicated to others through interaction, different symbols, choices and values (Bourdieu, 2003). Social positions are usually rather complex, and a given individual’s revealed social position may differ depending on which social relations with other individuals or groups are considered (Farkas, 2022).
This chapter is based on findings from two research projects: “Meanings of non-formal learning from the perspectives of practice and practitioners” (Karu et al., 2019) and “Digital leap in the youth sector” (2023) and highlights the social positions of educators working in non-formal learning settings by focusing on the research questions: how have the changing circumstances of larger scale crisis (COVID-19, mental health’s crisis, war in Ukraine) have influenced the social positions of educators? How did adult educators and youth workers shape and re-shape social positions in their professional practice during the crisis? We aim to explore the social positions and understand what is important and valuable for educators during the crisis. All the participants we met during the interviews have a unique and powerful voice based on a strong professional mission and social positions.
Estonia, a nation with a population of 1.3 million, has experienced significant historical transitions, including occupation by the Soviet Union and substantial transformations following the restoration of its independence in 1991. Before the Soviet occupation, both adult and youth work in Estonia was akin to the practices in Nordic countries, functioning as integral components of the non-formal education and socio-cultural processes. During the Soviet era, adult education and youth work were influenced ideologically and remained at a standstill for almost fifty years. Many of the specific types of adult education and youth work practiced before the Soviet occupation, such as study circles and folk schools for adults, youth organizations and camps for youth, were carried on, but molded to suit the communist ideology and message. As further alternative, folk universities for adults and hobby schools for youngsters emerged, which added some value to adult education and youth work in Estonia during the Soviet era. Folk universities, adult education centres, informal learning courses for adults and hobby schools, which still exist today alongside formal adult education and youth centres, are places for pursuing specific interests and have different programmes and curricula for different learning interests and hobbies together with a rather structured learning process (Rannala & Allekand, 2018; Jõgi, 2023).
The Adult Education Act (1993, 2004, 2015, 2019) and Professional Qualification Standards provide the legal bases for the field of adult education and adult educators in Estonia. The profession of adult educators in Estonia has been recognized and regulated by the Professional Qualification Standards since 2004. Professional qualification in this context is defined as an additional partial qualification and applying for the qualification is voluntary for adult educators. Youth work in Estonia is framed legally within the Youth Work Act (1999, 2010) and has been supported by the Occupational Standard of Youth Workers since 2006, as well as higher education programmes at universities and different training options outside academia—these possibilities are voluntary and it is possible to enter a job as a youth worker without prior qualification. Both adult educators and youth workers in Estonia have professional organizations with long histories and training possibilities (Teder, 2017; Jõgi, 2023).
Drawing from the occupational framework and the well-established tradition of academic training for adult education and youth work in Estonia, bolstered by the presence of established professional bodies, it can be asserted that both sectors uphold robust professional traditions and values. Adult educators and youth workers share similar professional values, positioning both
3 Theoretical Considerations
In analyzing the social positions of adult educators and youth workers, we have been guided by the considerations from the field theory (Bourdieu, 2003) and position theory (Davies & Harré, 1990, 1999; van Langenhove & Harré, 1999; Martin & Gillespe, 2013). Bourdieu’s concept of the field refers to the social space within which individuals and institutions compete for symbolic and material resources (Bourdieu, 2003). We are based on the understanding that adult and youth education is seen as a social space that holds relations, shapes positions and affects positional choices of educators in a particular professional context and particularly in situations of change or crisis that sustain different orientations, professional, personal, and future perspectives, roles, values, and beliefs (Jõgi et al., 2024). Bourdieu stresses however, that although dispositions as internalized values affecting behaviour are the products of socialization, cultural norms and regulations, which become part of our being and this way tend to reproduce the same structures, imbalances and inequalities, it is not constant or unchangeable. Adult educators and youth workers can take up an agency and start to reshape their objective positions by accumulating available capitals such as social capital through collaboration and networking or cultural capital like ongoing learning, reflective practice, or symbolic capital like lobbying for recognition and benefits (Bourdieu, 1990; Coburn, 2011).
The concept of positioning is related to positioning theory and provides the analytical means for understanding social positions. Positioning theory frames ways of examining position and positioning relationships as dynamic and developing within and across time, events/episodes, and configurations of actors, social spaces and social contexts (Green et al., 2020, p. 119). Position can be defined as collections of beliefs that individuals have. Positioning can
Bourdieu’s concept of ‘reflexive sociology’ offers youth workers and adult educators a framework to understand and challenge the power relations within their practice. By engaging in self-critical reflection, they can use their insights to reshape their professional roles and drive meaningful change in their fields (Navarro, 2006). This reflexive approach ultimately enables them to act as more conscious and empowered agents of transformation. It had to be noted, that according to Bourdieu the education system itself can be viewed rather autonomic and in the position of reproducing itself (Swarts, 1997) and therefore in a more dominant position than non-formal education, so driving the changes is not easy.
Formal education may be perceived as more prestigious and valued than non-formal education. This hierarchical distinction reflects broader historical and societal attitudes together with institutional structures that privilege traditional forms of education and credentialing (Johnson & Majewska, 2022; Mehbood et al., 2006). When examining this phenomenon through the lens of social positioning and field theory several key insights emerge.
Bourdieu (1990) writes about internalized dispositions: values and behaviors that individuals acquire through socialization within specific social fields. Traditional formal education is viewed as one of the main (compulsory) places of socialization which one way or another becomes dominant and ingrained in the ways of our being. This can predispose to viewing non-formal education as less prestigious due to established norms and practices of formal schooling. Bourdieu emphasizes how individuals occupy different positions within social hierarchies based on different factors such as education and capital (1990).
In the educational field, formal education institutions wield significant symbolic capital, conferring status and recognition on individuals who possess academic credentials and qualifications. Conversely, youth workers and
4 Methodology
We based our research on the social constructionism approach (Gergen, 2009). We examined how the adult and youth educators shaped and reshaped social positions in their everyday practice during the crisis of the COVID-19 pandemic followed by the war in Ukraine and the overall mental health crisis in connection to both. We discuss the data collected using semi-structured interviews and focus groups through two research projects (Table 4.1). The first research project “Meanings of non-formal learning from the perspectives of practice and practitioners” (2019–2022) was carried out in two stages and was partially funded by Tallinn University (Karu et al., 2019). We as authors have been involved both in the first and the follow-up stage (Jõgi, Rannala & Jüristo, 2024). The second research project “Digital leap in the youth sector” (2023) was carried out under the program “Smart solutions in youth work” funded by the Norwegian Financial Mechanism. Data used in this chapter was collected by I.-E. Rannala.
Data collection and analysis: Sampling
| Research project | Data collection | Methods of collection | Data used for this chapter | Sampling principles | Methods of data analysis |
|---|---|---|---|---|---|
| Research 1: Meanings of non-formal learning from the perspectives of practice and practitioners | 2019–2020 | Semi-structured focus group interviews | 5 FGI: 3 with adult educators and 2 with youth workers (20 participants altogether), 107 pages of transcribed text | Purposeful | Thematic analysis informed by Braun and Clarke (2012) |
| Research 1 follow-up: The social positions of educators and what are the changes in the positions during the COVID-19 crisis | 2021–2022 | Semi-structured in-depth individual interviews | 6 interviews: 3 with adult educators and 3 with youth workers, 79 pages of transcribed text | Purposeful | Thematic analysis informed by Braun and Clarke (2012);
Portrait method informed by Goodson (2013) |
During the first project, empirical data from the five focus group interviews with 20 participants were collected. During the follow up stage of this research project, six in-depth interviews were conducted. In the second research project, three focus group interviews with 12 participants were conducted.
For data collection, the purposeful sampling method was used in both studies to identify potential participants and form the sample groups, including adult educators, youth workers, and directors or managers of local youth work
For the second research project, the selected purposeful sample group consisted of 12 municipal youth work managers who were keen to discuss digital and other changes in youth work practices, particularly in light of the experiences brought by the COVID-19 pandemic, war in Ukraine and the arrival of Ukrainian refugees in Estonia.
The Code of Ethics of Estonian Scientists (2002) and the Estonian Code of Conduct for Research Integrity (2017) were strictly followed by researchers at all stages. Participants were fully informed about the purpose of the research
4.1 Data Analysis
The empirical analysis presented below concentrated mainly on data collected from adult educators and youth workers. The analysis aimed to explore and understand participants’ experiences of their social positions. Thematic analysis, following the six analytical steps for empirical data analysis outlined by Braun and Clarke (2012), was employed. These steps included: (1) familiarizing with the collected data; (2) generating initial codes; (3) searching for themes; (4) reviewing themes; (5) defining and naming themes; and (6) producing the report. Thematic analysis was systematically applied in both Research One and Research Two (see Table 4.1). The analysis process began with a thorough reading of the entire empirical dataset, starting with the data from the first research project, followed by the data from the second. Meaningful segments were highlighted and coded, and these codes were then grouped into broader themes. In the final stage, vivid empirical data extracts were selected as empirical illustrations to illustrate key findings. The final step of the analysis involved selecting vivid data extracts from empirical data, linking them to the themes. Additionally, the portrayal method was used in the second, follow up stage of the first research project for the analysis of the six in-depth individual interviews and for processing analysed data into individual findings (Goodson, 2013). This method involves constructing narrative portrayals as representations of individuals’ experiences that capture both personal stories and professional contexts. The purpose of using the portrayal method was to rich to the more holistic view of each educator’s professional background and their practice. Using the portrayal method enabled us to present analysed data into meaningful and individualized findings, emphasizing the professional context and understand the background of the professional practice of the educators (Jõgi, Rannala & Jüristo, 2024).
At all stages of the data analysis, we discussed the findings together as researchers to create an accurate and reliable analysis process (Morse, 2018).
Empirical examples from the data collected using focus group interviews are identified and presented here as adult educators with the number in the group (e.g., AE1), or youth workers with the number in the group (e.g., YE1). Examples from the empirical data from the second project (focus groups with municipal youth work managers) are identified as M1, M2, and M3. For the six individual interviews pseudonyms mentioned above are used.
After overcoming the COVID-19 crisis, we were confronted with a new challenge, the war in Ukraine, which began in 2022. For Estonia, this brought about not only fear, as we share a border with the aggressor, but also over 44,000 refugees staying (Statistics Estonia, 2024). Such a refugee crisis, and the subsequent need for adaptation in the educational sector had not been experienced for decades. Additionally, it has been highlighted that a mental health crisis has followed the other crisis (Eesti rahvastiku vaimse terviseuuring, 2022).
Below, we present and discuss the findings and look at the changes in the practice during the crisis through the lens of the social positions of practitioners and their managers. The analysis revealed a convergence in the perspectives of educators and managers as well as practicing before and during the crisis. Four distinct social positions of educators and youth workers emerged from the findings in the first stage of the research before the crisis, Noticer and Creator, Partner, Supporter of Development, and Confident Questioner, each described by values, beliefs, methods, activities and behaviors important in practice. Four interconnected social positions highlight different dimensions of how adult educators and youth workers navigate their roles and relationships with learners and what are their main values. These positions illustrate
Social positions of educators and four cornerstones of managerial support
Below we present the key values, beliefs, and behaviors associated with each social position. We will look at how those social positions strengthened during the crisis. Additionally, we will incorporate the perspectives of managers, exploring how they observed changes in the practice during the crisis time together with the managerial support provided.
5.1 Social Positions
Four interconnected social positions were as already mentioned: Noticer and Creator, Partner, Supporter of Development and Confident Questioner.
Noticer and Creator—adult educators and youth workers recognize the emotional and psychological needs of their learners. In this position, the main value is the deep connection between educators and learners, on building trust and addressing the learners’ dreams, fears, and hopes. For some educators, non-formal learning is a therapeutic space, especially for individuals who had negative prior experiences with education.
I have adults in my group who show no interest in learning because they have had badexperiences in school and their memories are so bad that they don’t want to learn and in this kind of case non-formal learning becomes therapeutic in a way it will take time though to overcome fears and start learning again. (AE3)
One could say that the social position of the Noticer and Creator is embracing human-centred learning while being flexible and supportive, allowing learners the space to grow. Their approach was characterized by attentiveness, creating a safe learning environment keeping in mind the needs of learners, and fostering meaningful learning experiences.
We start from … what that young person comes with and what they need. And it’s our job to get it … Whether it’s at the card table or just by talking to the young person and noticing them, and then creating the opportunities to follow up on that young person’s problem, their interest, whatever. (YE1)
Non-formal learning for me is a dialogue. It’s not a lecture, where only I talk, but I also listen and want to know how people react. (AE3)
Educators value interactive and cooperative learning where responsibility is shared with learners.
In the youth centre / … / we know that whenever we do an activity or an event when it has its purpose, and what invites young people, that young people themselves want to do it. For me, this is an important part and it is also, so to speak, this part of non-formal learning, that young people themselves want it, but at the same time, they have to see it as a learning or learning outcome, that what they learn from this activity. (YE2)
This collaborative and partnering approach fosters a sense of ownership in learners, encouraging active participation and personal responsibility in the learning process. Educators and youth workers foster environments where dialogue and involvement are central, creating space for learners to take initiative.
While youth workers and educators embraced human-centred and dialogical approaches, the realities of societal expectations and policy requirements were described by the Supporter of Development position. This position reflects the tensions between the values of non-formal learning and the practical demands placed on educators by external systems and policies.
It’s not going well for me—I teach in non-formal learning, but when, for example, I have the course on entrepreneurship, it is usually filled with people sent by the Unemployment Insurance Fund and when there is a curriculum and an ambitious goal that at the end of the course they all have a good business plan. So, how am I supposed to use non-formal learning principles? I have to pay attention to the people and their needs and background. So, we struggle there together, which is definitely a characteristic of non-formal learning. However, the groups of learners are very stimulating and they support each other in their development. (AE2)
Despite these challenges, educators and youth workers remain committed to fostering development in their learners, balancing the demands of policy with
When we talk about a self-directed learner, the ultimate goal is to have self-directed employees in the workforce. It feels like everything is moving faster and faster, and it seems unrealistic to expect that someone at work will be thinking about whether you’re managing to keep up—you probably have to figure that out on your own. Plus, we’re expected to pick up new skills more quickly all the time. So, it’s important to understand what kind of learner you are and to have a ‘toolbox’ of different learning methods that work best for you. You need to know how you learn things best and at what pace, and also have a clear sense of what’s realistic and what’s not. (YE2)
This position highlights the importance of self-reflection and professional growth, and educators taking responsibility for professionalism while also acknowledging the uncertainties they face.
5.2 Crisis: Strengthening Social Positions
When the COVID-19 crisis hit, followed by the war in Ukraine, these social positions did not disappear, but rather crystallized and evolved, as educators and youth workers were forced to adapt to unprecedented challenges. The crises acted as a catalyst for solidifying these roles, with certain positions becoming more dominant depending on the context.
As described earlier, the position of Noticer and Creator is centered on identifying learners’ emotional and developmental needs and responding with creativity and empathy. During the pandemic, this role became more evident as educators shifted focus toward fostering a sense of safety, connection, and emotional support.
There were moments, especially with first and second graders, where we had 45-minute meetings, and I just stayed quiet while they talked among themselves … about their toys, birthdays, and simple, everyday topics. (Maria)
Because during that period, the training activities were meant for the teachers who were working there, in that uncertainty. And who all had their own personal well-being and family security and so on in the background anyway. … Yeah, so I was probably paying more attention to creating that safe mood and maybe enabling that togetherness. (Anne)
The approach underscores the core principle of noticing and facilitating space for learners to express themselves, aligning with earlier findings where educators emphasized creating environments of trust and excitement for individual growth.
These examples underscore how educators prioritized emotional presence, allowing learners’ needs to shape practice, and illustrating the heightened importance of being attuned to the human aspects of education during the pandemic.
The position of Partner, which prioritizes dialogue, collaboration, and flexibility, was strengthened as educators adapted to virtual and hybrid formats. The crisis catalyzed a shift in decision-making power, enabling learners to take ownership of their educational experiences.
We took it very seriously. We understood that we had to do our job. We needed to find a way to communicate with young people, to figure out what that way would be. And it was our youngsters, the ones we wanted to connect with, who suggested it (the Discord online platform). And it happened in a very collaborative way—how the platform was created and how it was adapted over time. For example, the young people who helped set up the server were given specific roles. One was, for instance, an ‘IT person’, and there was all this structure in place. (Eva)
This approach reflects the notion of educators as facilitators rather than authoritative figures, empowering learners to take responsibility and become co-creators of their learning environments. It aligns with the foundational practice of involving learners as active participants.
Flexibility emerged as a crucial component, allowing educators to adapt while maintaining core values—an essential quality in times of crisis.
Well, let’s put it this way: just as I conduct highly interactive training sessions in person, my online trainings are also very interactive. In a sense, I
tested this out. It was really interesting—with this one training, or rather, with one particular topic model, let’s say. Something I had primarily done in a physical space before. I transferred it almost one-to-one into an online format, in terms of structure, you know. I simply found solutions, right? / … / For every tool I had used in face-to-face training, I found an equivalent online tool to do the same thing. So, broadly speaking, I transferred the same structure into the online environment, you know. (Madel)
The collaboration between educators and learners strengthened relationships and fostered adaptability, ensuring that learning continued despite the challenges.
In the position of Supporter of Development, educators had to navigate the tensions between their values and societal expectations while fostering growth and overcoming challenges during the crisis.
In some ways, you could say I became more lenient, whereas I’m usually rather precise. Finding that balance—acknowledging that we need to learn something, but at the same time allowing ourselves just to be—became key. Still, the emphasis was more on the need to learn something, the obligation that you must develop. Young people have to develop. And this sense of correctness and all of that—I became more lenient in this respect. (Maria)
This reflects earlier findings where educators recognized the weight of societal expectations, but prioritized aligning their practices with the principles of non-formal learning. The crisis intensified these tensions, compelling educators to recalibrate their approaches while keeping the focus on learner development.
The recognition of vulnerability as a form of leadership also signifies a shift toward authentic relationships, reinforcing the position’s emphasis on relational learning and leading by example.
It’s always been that I’ve seen myself as a role model for others., but if I fail now, am I still a role model? I got over it, though. You’re much more of a role model when you’re a person. In the sense that you’re a role model as a human being. Because everyone fails. Every young person, every elderly person—everyone. (Helen)
This reaffirms the initial analysis, highlighting the importance of human-centered, real-world practices in navigating institutional pressures during times of crisis.
There was a bit of an identity crisis, too, thinking back at the first lockdown. That youth workers were deployed, or attempted to be deployed, very much in these control patrols. So that caused quite a lot of discussion about whether we are not doing the opposite of what we should be doing. It was often done together with the police, breaking up groups of young people, lecturing, and admonishing them. Depending on who you were paired with, it could also be very stern and unpleasant. So, there was relatively little opportunity to do actual youth work there. (Andreas)
This reluctance highlights the position’s role in safeguarding the integrity of practice, reflecting earlier discussions on educators’ professional identities and their commitment to values over external demands.
The reflective nature of this position became critical as educators grappled with their well-being while remaining committed to their learners.
And for myself, finding balance was very difficult. On one hand, I had to take care of my mental health, and on the other hand, I had to be there for the young people. Where do I draw the line between when I stop worrying about the youth and start worrying about myself. (Maria)
The crisis solidified educators’ dedication to their professional roles while encouraging a deeper evaluation of their practices. The COVID-19 crisis, coupled with its societal and personal disruptions, brought the social positions of educators into sharper focus. Positions not only persisted, but were redefined and reinforced in response to the challenges of the time. The crisis intensified the core practices and values associated with social positions while revealing new dynamics of professional identity. Adult and youth educators see their practice as a value-driven practice—this has become even more crystallized during the pandemic.
5.3 Changes in Practice and Managerial Support during the Crisis
The findings reveal how the social positions of educators and youth workers evolved during the crises. The crisis forced rapid adjustments in how educators and youth workers approached their practice. Managerial views aligned with and supported the social positions of educators and youth workers. In these
In the same manner as in the practice, itself noticing the needs and strengths of the team members became important for the managers. Building on the strengths was important together with creating new approaches for the practice during the crisis. Flexibility, creativity, and courage became paramount as practitioners navigated the challenges.
I think we experienced a significant leap in development when COVID hit. At that moment, I believe we were supported by the fact that we were able to move forward together, and I saw that everyone was innovative and ready to try out new things. We leaned on each others’ strengths because it’s neither practical nor necessary to suddenly learn 20 new platforms or become a video editor overnight. It’s better to see what our strengths are and what we can accomplish with them. (M2)
What happened while adjusting the practice? Educators were compelled to step outside their comfort zones, embracing experimentation and adaptation in response to rapidly changing circumstances. This necessitated swift transitions to online platforms, the exploration of new technological tools, and a willingness to learn from failures. Collaboration with learners became central to decision-making processes, fostering a sense of shared ownership and empowerment and building trust.
First and foremost, it’s important to establish contact and build a trusting relationship, rather than jumping straight into speaking a foreign language (with Ukrainian refugees), for example, as that can undermine trust. Youth workers have to be sensitive with such matters and carefully consider which priorities to take (M2)./ Those same values and approaches were used by the managers amongst teams. /What has really worked for us is learning from each other. We’ve had development days, even closed the centers for this and focused on aligning our services for the future. Working together through discussions and shared learning has been very effective. (M1)
As a result of co-learning and collaboration, practice became more inclusive and responsive to the evolving needs of the learners and also community. Traditional methods were reassessed, and in some cases, replaced by more innovative and effective approaches. Youth workers also became more visible
If we want to see ourselves as a learning and growing organization, it’d be pretty sad if we were still thinking the same way today as we did five years ago. That would be awful, and it would mean the organization has no ability to learn or develop. A leader really needs to pay attention to this overall mindset. (M3)
While the crisis periods highlighted the adaptability and resilience of the practice, managers were quick to point out that such progress cannot be sustained without consistent investment. Managers noted that resources, both financial and human, are essential to maintaining the level of innovation and responsiveness that was achieved during the crisis.
In youth work, consistent investments are essential. Just like in any other learning environment, we need to understand that resources wear out in three to five years and obviously need to be refreshed to stay up-to-date and appealing. So, to keep things running at a high level and to keep improving and developing, you have to consistently plan for the necessary resources. (M2)
Without such investment, the progress made during the crisis would be difficult to sustain in the long term.
The ability to adapt and innovate in response to unprecedented challenges was facilitated by strong managerial support, effective teamwork, and a shared commitment to learning. Managers played a pivotal role in guiding their teams through these transformations, fostering environments where creativity, flexibility, and mutual support could flourish. However, sustaining these developments will require ongoing investment and a continued focus on organizational growth.
6 Conclusions
We have discussed how the professional practice of adult educators and youth workers evolved in response to the dual crises of the COVID-19 pandemic and the war in Ukraine followed by the mental health crisis. These crises acted
Each social position embodies specific values, beliefs, and behaviors essential for the practice. The position of Noticer and Creator became particularly significant as practitioners focused on the emotional well-being of learners, fostering safe spaces for growth and human connection. The position of Partner highlighted the importance of collaboration and mutual learning, especially as educators shifted to virtual and hybrid formats, further empowering learners as co-creators and owners of their learning experiences. The position of Supporter of Development reflected the tensions between educators’ ideals and policy expectations, where they continued to prioritize learner development despite institutional pressures. Finally, the position of Confident Questioner illustrated how educators engaged in critical reflection, navigating their professional identities while balancing their well-being with the needs of their learners.
Managerial support was critical in enabling educators to adapt and thrive during these crises. This alignment between educators’ social positions and managerial support underscored the importance of flexibility, creativity, collaboration and the need for sustained investments in resources to innovate and adapt the practice during challenging times.
The multiple crises have caused challenges and have had a big impact on the field of youth and adult education and the professional work of educators. According to the latest research educators experienced issues in mental health, disorientation, frustration, confusion, little support, being overworked, increasing stress and working in isolation (Green et al., 2021; Hansman, 2022; Wlodarsky & Hansman, 2022; Shmidt et al., 2022). Scholars have also reported positive impacts: learning new skills, developing new teaching practices and new types of communication with learners; being able to safely teach on, line, the need for deep learning and reflection and the need for supporting adult learners in an ethic of care (Hansman, 2022; Schmidt et al., 2022).
Several factors are crucial in crisis time: ongoing professionalisation, collaboration and cross-sectoral cooperation (Green et al., 2021). In the context of COVID-19, the lack of collective culpability for the sustainability of education is causing educational systems to collapse. Adaptability and shared educational responsibility for collaborative solutions to common problems in crises time as the main components of the Framework for adaptability are the possibilities for coping with challenges in the field of education (Green et al., 2021, p. 861).
In conclusion, the social positions of adult educators and youth workers show a dynamic and interplay between individual agency and the broader structural demands of the educational field. The tension between non-formal learning values and external policy demands was evident, but needs further research.
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