Transformational Education in Youth Work: Theoretical Concepts and Empirical Findings

Abstract

Education is a transformative process that extends beyond the acquisition of knowledge, fundamentally reshaping an individual’s relationship with themselves, others, and the world. In this context, open youth work serves as a vital socio-educational field of practice. Through life-world-oriented and subject-centered educational approaches, open youth work supports young people in developing their identity, navigating adolescent crises, and assuming social responsibility. This article explores the transformative potential of open youth work as a socio-pedagogical educational actor. It draws on the theory of transformative education and is based on a qualitative empirical study that includes participatory observations and focus group discussions with young people in seven youth centers. The study aimed to identify the topics, triggers, and conditions that enable young people in these settings to experience formative and transformative educational processes. The findings of the study emphasize the significance of open youth work’s low-threshold, situational, and flexible educational approaches. These approaches empower young people to overcome developmental challenges, build resilience, and make autonomous decisions—key processes that are often overlooked in formal educational institutions. Particularly notable is the participatory nature of open youth work, which provides young people with safe and supportive spaces to articulate their concerns, reflect on their experiences, and explore their perspectives. In this way, open youth work not only fosters the personal development, well-being, and autonomy of young people but also plays a crucial role in cultivating a resilient and solidaristic society.