Integrating Higher Education and Non Formal Education: A Collaborative Model for Sustainable Community Development
Keywords:
higher education, non-formal education, collaborative model, sustainable community development, lifelong learning, community empowerment, SDGsAbstract
The integration of higher education and non-formal education represents a strategic approach to advancing sustainable community development, particularly in expanding lifelong learning opportunities and strengthening community capacity. However, collaboration between these two sectors often remains fragmented, short-term, and insufficiently structured within an equitable and sustainable partnership framework. In response to this challenge, this study aims to examine and formulate a collaborative model that integrates higher education and non-formal education in support of sustainable community development. This study employed a qualitative case study design conducted at a non-formal education institution, PKBM Ibun, located in Bandung Regency, Indonesia. Data were collected through in-depth interviews, participatory observation, and document analysis involving representatives from higher education institutions, non-formal education practitioners, and community members. The data were analyzed using thematic analysis to identify patterns of collaboration, implementation mechanisms, stakeholder roles, and contributions to social, educational, and economic sustainability. The findings indicate that effective collaboration is characterized by dialogical partnerships, the integration of academic knowledge with local practices, and active community engagement throughout all stages of program implementation. The resulting collaborative model not only enhances community learning capacity but also strengthens social participation and the sustainability of local development initiatives. The novelty of this study lies in the development of an integrative collaborative model that positions higher education and non-formal education as equal partners within a social learning ecosystem, contributing to the achievement of the Sustainable Development Goals.
References
B. Priambodo, O. Reviandani, and L. Nirawati, “Community Empowerment in The Field of Education Through Sanggar Kegiatan Belajar in Surabaya City,” Nusant. Sci. Technol. Proc., pp. 211–218, May 2023, doi: 10.11594/nstp.2023.3334.
K. Berková, K. Krpálková Krelová, A. Kubišová, D. Frendlovská, and P. Krpálek, “Perceptions of non-formal education by gender, level of education and field of study,” Educ. + Train., vol. 66, no. 4, pp. 431–446, Jul. 2024, doi: 10.1108/ET-12-2023-0517.
F. Kohler, A. Kuthe, F. Rochholz, and A. Siegmund, “Digital Education for Sustainable Development in Non-Formal Education in Germany and COVID-19-Induced Changes,” Sustain. 2022, Vol. 14, vol. 14, no. 4, Feb. 2022, doi: 10.3390/su14042114.
J. Dwi Sahputra Amory, N. Nabhan, J. S. Fuji Inzani, and U. Muhammadiyah Mamuju, “Sinergi Transformasi Digital dalam Pendidikan Tinggi dan Dampaknya terhadap Inovasi Sosial untuk Mendorong Pembangunan Ekonomi Berbasis Pengetahuan,” J. Minfo Polgan, vol. 14, no. 1, pp. 1388–1398, Jul. 2025, doi: 10.33395/jmp.v14i1.15052.
M. Aufar, A. S. Sitepu, A. Ulayya, R. Wijaya, and F. U. Ritonga, “RUMAH PINTAR SEBAGAI INOVASI SOSIAL: MEMBANGUN HARAPAN ANAK DI TENGAH KETIMPANGAN AKSES PENDIDIKAN,” J. Ilmu Kesejaht. Sos. Humanit., vol. 7, no. 2, Sep. 2025, doi: 10.23969/humanitas.v7i2.28168.
N. Sintiawati, S. R. Fajarwati, A. Mulyanto, K. Muttaqien, and M. Suherman, “Partisipasi Civitas Akademik dalam Implementasi Merdeka Belajar Kampus Merdeka (MBKM),” J. Basicedu, vol. 6, no. 1, pp. 902–915, Jan. 2022, doi: 10.31004/basicedu.v6i1.2036.
V. K. Quy, B. T. Thanh, A. Chehri, D. M. Linh, and D. A. Tuan, “AI and Digital Transformation in Higher Education: Vision and Approach of a Specific University in Vietnam,” Sustain. 2023, Vol. 15, vol. 15, no. 14, Jul. 2023, doi: 10.3390/su151411093.
Z. Y. Lim, J. H. Yap, J. W. Lai, I. A. Mokhtar, D. J. Yeo, and K. H. Cheong, “Advancing Lifelong Learning in the Digital Age: A Narrative Review of Singapore’s SkillsFuture Programme,” Soc. Sci. 2024, Vol. 13, vol. 13, no. 2, Jan. 2024, doi: 10.3390/socsci13020073.
UNDRR, “What is the Sendai Framework for Disaster Risk Reduction? | UNDRR.” Accessed: Mar. 05, 2026. [Online]. Available: https://www.undrr.org/implementing-sendai-framework/what-sendai-framework?utm_source=chatgpt.com
N. Fraga, G. Pereira, and G. Gonçalves, “A Educação de Adultos nos espaços pedagógicos da Intervenção Comunitária,” Educ. Policy Anal. Arch., vol. 27, no. 0, p. 50, May 2019, doi: 10.14507/epaa.27.4335.
F. Rosyidah, E. Susantini, Y. Yuliani, and K. Nisa’, “Local Wisdom and STEM in Science Education to Support SDG-4: A Systematic Review,” J. Pendidik. IPA Indones., vol. 14, no. 4, pp. 654–666, Dec. 2025, doi: 10.15294/jpii.v14i4.34450.
J. Arista, H. K. Adhiansyah, H. Farilla, S. Wahyuni, R. W. Bachtiar, and Z. S. Pamungkas, “Improving Skills and Empowering Women Community through Gayatri Womens’ School in Grenden Village, Jember, Indonesia,” Int. J. Soc. Sci. Hum. Res., vol. 7, no. 08, Aug. 2024, doi: 10.47191/ijsshr/v7-i08-84.
P. Aramburuzabala and R. Cerrillo, “Service-Learning as an Approach to Educating for Sustainable Development,” Sustain. 2023, Vol. 15, vol. 15, no. 14, Jul. 2023, doi: 10.3390/su151411231.
J. Suryono et al., “Model of Community Empowerment through Education Non-Formal Entrepreneurship to Improve Independence of Micro, Small and Medium Enterprises,” Int. J. Learn. Teach. Educ. Res., vol. 22, no. 3, pp. 19–32, Apr. 2023, doi: 10.26803/ijlter.22.3.2.
Abdur rochman, S. Supriyono, A. Supriyanto, Z. Zulkarnain, and E. S. Redjeki, “STRATEGI PEMBERDAYAAN MASYARAKAT BERBASIS KONTEKSTUAL DI PKBM AL MADINAH KOTA KEDIRI,” ABIDUMASY J. Pengabdi. Kpd. Masy., vol. 5, no. 01, pp. 6–14, Mar. 2024, doi: 10.33752/abidumasy.v5i01.5712.
B. Purwoko et al., “Rekonstruksi Pendekatan Andragogi dan Pedagogi Dalam Meningkatkan Kualitas Pembelajaran Mahasiswa,” Transform. J. Penelit. dan Pengemb. Pendidik. Non Form. Informal, vol. 11, no. 2, pp. 331–343, Sep. 2025, doi: 10.33394/jtni.v11i2.16361.
N. S. Borghei, A. Taghipour, R. Latifnejad Roudsari, A. Keramat, and H. Jabbari Noghabi, “Predictors of Prenatal Empowerment Among Iranian Pregnant Women,” Electron. physician, vol. 8, no. 9, pp. 2962–2968, Sep. 2016, doi: 10.19082/2962.
T. Kominarets, V. Fomin, O. Bieloliptseva, M. Tkachenko, A. Malykhin, and O. Pryshliak, “Strategic Tasks of Contemporary Education: Formal, Nonformal, Informal,” Rev. Rom. pentru Educ. Multidimens., vol. 14, no. 4, pp. 394–407, Dec. 2022, doi: 10.18662/rrem/14.4/647.
Y. N. Anggraini and R. Indrarini, “Analisis Pengaruh Literasi Zakat dan Kepercayaan terhadap Minat Membayar Zakat Melalui Zakat Digital pada Masyarakat di Kabupaten Sidoarjo,” J. Ekon. dan Bisnis Islam, vol. 5, no. 1, pp. 54–66, 2022, doi: 10.26740/jekobi.v5n1.p54-66.
W. P. Thwe and A. Kálmán, “Lifelong Learning in the Educational Setting: A Systematic Literature Review,” Asia-Pacific Educ. Res. 2023 332, vol. 33, no. 2, pp. 407–417, May 2023, doi: 10.1007/s40299-023-00738-w.
A. Patricia Aguilera-Hermida, “College students’ use and acceptance of emergency online learning due to COVID-19,” Int. J. Educ. Res. Open, vol. 1, Jan. 2020, doi: 10.1016/j.ijedro.2020.100011.
A. P. N. Wicaksono, “Eksplorasi Sustainable Development Goals (SDGs) Disclosure Di Indonesia,” J. Akad. Akunt., vol. 6, no. 1, pp. 125–156, 2023, doi: 10.22219/jaa.v6i1.26448.
R. Yulita and I. Irmawita, “Community Empowerment Through Plastic Waste Recycling Skill (Case Study On The Bidarmu Waste Bank),” SPEKTRUM J. Pendidik. Luar Sekol., vol. 10, no. 1, pp. 160–164, Feb. 2022, doi: 10.24036/spektrumpls.v10i1.114892.
S. K. Abreha, S. Z. Walelign, and Y. A. Zereyesus, “Associations between women’s empowerment and children’s health status in Ethiopia,” PLoS One, vol. 15, no. 7, p. e0235825, Jul. 2020, doi: 10.1371/journal.pone.0235825.
M. Ferrer‐fons, M. Rovira‐martínez, and R. Soler‐i‐martí, “Youth Empowerment Through Arts Education: A Case Study of a Non‐Formal Education Arts Centre in Barcelona,” Soc. Incl., vol. 10, no. 2, pp. 85–94, Apr. 2022, doi: 10.17645/SI.V10I2.4923.
F. Almeida and J. Morais, “Non-formal education as a response to social problems in developing countries,” E-Learning Digit. Media, vol. 22, no. 2, pp. 122–138, Mar. 2025, doi: 10.1177/20427530241231843.
C. H. K. Chui, O. F. Chan, J. Y. M. Tang, and T. Y. S. Lum, “Fostering Civic Awareness and Participation Among Older Adults in Hong Kong: An Empowerment-Based Participatory Photo-Voice Training Model,” J. Appl. Gerontol., vol. 39, no. 9, pp. 1008–1015, Sep. 2020, doi: 10.1177/0733464819838448.
M. T. Flores, “Navigating Contradictory Communities of Practice in Learning to Teach for Social Justice,” Anthropol. Educ. Q., vol. 38, no. 4, pp. 380–404, Dec. 2007, doi: 10.1525/aeq.2007.38.4.380.
P. Tong and I. S. An, “Review of studies applying Bronfenbrenner’s bioecological theory in international and intercultural education research,” Front. Psychol., vol. 14, p. 1233925, Jan. 2023, doi: 10.3389/fpsyg.2023.1233925.
M. Mustangin, M. Iqbal, and M. R. Buhari, “Proses Perencanaan Pendidikan Nonformal untuk Peningkatan Kapasitas Teknologi Pelaku UMKM,” J. Penelit. dan Pengemb. Pendidik., vol. 5, no. 3, p. 414, 2021, doi: 10.23887/jppp.v5i3.38927.
W. Zhong, Y. Zhou, S. Liu, L. Zhang, Y. Lai, and B. Du, “Strategies for Enhancing the Learning Outcomes of Rural Primary School Students: Collaboration between Families and Schools,” Int. Educ. Res., vol. 8, no. 2, pp. p36–p36, Mar. 2025, doi: 10.30560/ier.v8n2p36.
