The paper examines the process of scientific knowledge acquisition in education through non-formal strategies, highlighting their complementary role to formal education. The school, in close interdependence with other educational agents (family, cultural institutions, community), has the mission of facilitating students’ access to accurate and relevant information while fostering curiosity and critical thinking. Scientific knowledge is presented as a complex process, both formative and transformative, resulting from the interaction between instruction and learning, and it can be acquired through formal, non-formal, or informal experiences. The study analyzes the main explanatory theories relevant to non-formal education—the epistemological, constructivist, and experientialist perspectives—emphasizing their potential to personalize learning and stimulate active learner engagement. The proposed non-formal strategies include scientific experiments, workshops, partnerships between family, school, and community, cooperative learning, and storytelling, all aimed at connecting theory with real-life contexts and developing cognitive, social, and practical skills. External factors influencing knowledge acquisition—such as family, school, church, cultural institutions, mass media, and community organizations—act interdependently in shaping the learner. The identified benefits include promoting autonomy, critical thinking, and interdisciplinary collaboration, while the major challenges involve the lack of official recognition of acquired competencies, unequal access, and limited resources. The conclusion asserts that the strategic integration of non-formal education into the school framework requires collaboration among all stakeholders, pedagogical courage, and adaptability, in order to transform scientific knowledge into a dynamic, relevant, and inclusive process capable of meeting the demands of contemporary education.
Valentin Cosmin Blândul (2025) studied this question.