ORIGINAL RESEARCH article
Front. Sociol.
Sec. Work, Employment and Organizations
Volume 10 - 2025 | doi: 10.3389/fsoc.2025.1524922
This article is part of the Research TopicFostering Learning in Dynamic Work Environments: Towards Integrative Approaches for Work-Related LearningView all articles
Job shadowing adults' nonformal education programme through socialemotional learning
Provisionally accepted
Ieva Margevica Grinberga*
Aija Kaleja- University of Latvia, Riga, Latvia
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This study explores the impact of a job shadowing nonformal education program, integrated with social and emotional learning (SEL), on adult professional development and career planning. The program engaged adults from diverse professional backgrounds, providing them with structured opportunities to observe and interact with experienced professionals in real workplace environments. A mixed-methods approach was employed, combining self-assessment questionnaires, interviews, and reflective journals to capture both quantitative and qualitative dimensions of participant experience. Findings indicate that participation in SEL-based job shadowing fosters the development of professional identity, emotional intelligence, and adaptability among adult learners. Participants reported increased self-confidence, enhanced workplace communication, and greater clarity in career direction. The program also supported the acquisition of practical skills and encouraged ongoing professional learning, with many participants expressing motivation to pursue further education or training. The results highlight the value of integrating SEL principles into job shadowing as a nonformal education programme, demonstrating its effectiveness in supporting career transitions, lifelong learning, and workforce readiness in a rapidly changing labor market. These insights underscore the importance of designing job shadowing as a nonformal education programme that not only addresses skill development but also promotes emotional and social competencies essential for sustainable professional growth. This study contributes to the theoretical understanding of how experiential, SEL-driven job shadowing can facilitate holistic adult development and provides practical recommendations for educators, policymakers, and employers seeking to enhance the relevance and impact of nonformal learning programs for adults.
Keywords: Job shadowing, Nonformal education, Social-emotional learning, Social Skills, Participant satisfaction, professional identity
Received: 10 Feb 2025; Accepted: 22 Jul 2025.
Copyright: © 2025 Margevica Grinberga and Kaleja. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ieva Margevica Grinberga, University of Latvia, Riga, Latvia
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