Research Library

Insights and Impact: Research on Youth Mobility and Non-Formal Education

On this page, you will find an overview of research relevant to YFU's mission. Not only do our experiences abroad increase our language and communication skills, but they provide us with a broader toolkit of global competencies and active citizenship, motivating us to make a change in the world. As a leader in intercultural exchange and educational programs for more than 70 years, YFU has impacted more than 270.000 students – and their host families, schools and networks – and more than 12.000 volunteers. We believe that what starts with a single person, over time, influences nations.

We are united by the belief that full cultural immersion is an effective means to gain the skills needed to thrive in an increasingly multicultural, competitive global society. On this page we have gathered studies on the topics that YFU stands for. Here you will find relevant research and evidence that support the key objectives and advocacy areas of our work: 

Intercultural learning
Global and intercultural competencies
Learning mobility
Youth work and volunteering
Non-formal education

Intercultural learning

Intercultural learning is an educational approach that can lead to social transformation, so that people from different cultural backgrounds can develop positive relations based on the values and principles of human rights and on seeing cultural differences as positive things. It is a form of political and social education that needs to pay attention not only to intercultural relations, but also to different understandings of culture and diversity, power relations, distribution of resources, political and social context, human rights, discrimination, history and daily interactions among different groups. (“T-Kit 4 Intercultural Learning” Council of Europe, 2nd ed., March 2018")

Global and intercultural competencies

Global Competence is a multi-dimensional construct that requires a combination of knowledge, skills, attitudes and values successfully applied to global issues or intercultural situations. Global issues refer to those that affect all people, and have deep implications for current and future generations. Intercultural situations refer to face-to-face, virtual or mediated encounters with people who are perceived to be from a different cultural background.

Global competence can help young people to:

A) Develop cultural awareness and respectful interactions in increasingly diverse societies;
B) Recognise and challenge cultural biases and stereotypes, and facilitate harmonious living in multicultural communities;
C) Prepare for the world of work, which increasingly demands individuals who are effective communicators, are open to people from different cultural backgrounds, can build trust in diverse teams and can demonstrate respect for others, especially as technology continues to make it easier to connect on a global scale;
D) Capitalise on inherently interconnected digital spaces, question biased media representations, and express their voice responsibly online;
E) Care about global issues and engage in tackling social, political, economic and environmental challenges.
(PISA 2018 Global Competence assessment)

Youth work and volunteering

 ‘Youth work’ is a broad term covering a broad scope of activities of a social, cultural, educational or political nature by, with and for young people. (...) Youth work is organised in different ways ( ...) It is delivered in different forms and settings (…) and is given shape at local, regional, national and European level.” (Quality Youth Work A common framework for the further development of youth work, Report from the Expert Group on Youth Work Quality Systems in the EU Member States, 2015)

Non-formal education

Non-formal education refers to planned, structured programs and processes of personal and social development that take place outside the formal school curriculum. It is designed to enhance a wide range of skills and competencies, particularly among young people.

This form of education typically occurs in settings such as youth organizations, sports clubs, drama groups, and community initiatives—spaces where young people come together to engage in activities like collaborative projects, games, discussions, music, drama, or camping. These experiences foster learning in dynamic, informal environments.

While the achievements gained through non-formal education can be challenging to formally certify, their value is increasingly recognized by society.

Key Characteristics of Non-Formal Education:

Non-formal education should ideally be:

A) Voluntary – Participation is based on free choice
B) Accessible to all – Inclusive and open to everyone
C) Purposeful – Guided by clear educational objectives
D) Participatory – Involving active engagement and collaboration
E) Learner-centred – Focused on the needs and interests of the participants
F) Life-skills oriented – Preparing individuals for active citizenship and everyday challenges
G) Individually and collectively engaging – Encouraging both personal and group learning
H) Holistic and process-oriented – Emphasizing the overall learning journey
I) Experiential and action-based – Rooted in real-life experiences and active involvement
J) Needs-driven – Shaped by the priorities and contexts of the learners

Non-formal education plays a vital role in complementing formal education by equipping individuals with essential life skills and preparing them for active, responsible participation in society.

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Formal, non-formal and informal education are complementary and mutually reinforcing elements of a lifelong learning process. COMPASS: Manual for Human Rights Education with Young People by a collective of authors led by Patricia Brander, 2020

Learning Mobility

Learning mobility means going abroad to study or train to develop professional and social skills and employability. It includes opportunities for learning and teaching abroad in the EU and beyond for everyone, in all sectors and at all levels of formal, non-formal and informal learning, such as:

A) Higher education students studying abroad as part of education exchange programmes
B) Vocational education and training learners and apprentices
C) School pupils
D) Young people in youth exchanges
E) Adult learners in adult education schemes
F) Teachers, youth workers, and sport coaches

Learning mobility activities are highly valuable experiences for people in gaining knowledge, skills and competences needed for personal, educational, and professional development, as well as civic engagement and social inclusion.
Learning mobility is a strong driver for enhancing the quality of education and training institutions and of organisations and stakeholders involved in non-formal and informal learning contexts and youth work. Cross-border experiences also actively contribute to the development of a European identity. (European Platform on Learning Mobility (EPLM)