Abstract
Modern changes in education require flexible approaches to learning that can meet the needs of teachers' professional development. This article examines non-formal learning as an important and flexible tool for teachers' professional development in the context of modern educational transformations. Against the backdrop of increasing demands for continuous learning, adaptation and innovation, traditional models of teacher professional development are often insufficient. The purpose of this study is to examine non-formal learning as a tool for teachers' professional development in the context of modern educational transformation. The authors examine the role of non-formal learning methods such as workshops, self-study, mentoring, and participation in professional communities as effective strategies that meet teachers' individual needs and enhance their pedagogical competence.
Based on theoretical analysis and empirical research, including semi-structured interviews with 27 teachers in general education schools in Karaganda, Kazakhstan, the study highlights the benefits of non-formal learning. The main findings show that this learning environment promotes active knowledge acquisition, innovative teaching methods and teacher motivation. The interview results show a strong correlation between participation in non-formal learning activities and increased professional confidence, learning effectiveness and collaboration in teaching teams.
In addition, the authors propose a model of non-formal learning that synthesizes various educational theories (experiential learning, andragogy, connectivism, etc.) and integrates personal, social, and organizational factors. This model serves as a practical framework for implementing non-formal teacher education programs and evaluating their impact.
The study concludes that non-formal learning not only complements formal professional development but also strengthens a teacher’s capacity to adapt to the evolving demands of the 21st-century classroom. Recommendations include institutional support for teacher-led initiatives, increased access to flexible training formats, and the integration of non-formal learning into formal education systems.