From Flow to Commitment: Developing Expressive Instrumentalism Among At-Risk Youth in Non-Formal Education Program

Recognition of the contribution of non-formal education to diverse populations has grown in recent years. In geo-social peripheral areas, non-formal education seeks to address social and educational disparities. The leadership program conducted in non-formal educational centers offers a notable example. This article examines how youth participants describe the development of feelings of belonging and commitment in such non-formal settings. In the current study, two rounds of interviews were conducted with a group of at-risk adolescents who had participated in the program. By exploring retrospective and prospective viewpoints, we gained a deeper understanding of the processes the participants underwent within the non-formal program. Our analysis draws on the principle of expressive instrumentalism, which posits that non-formal education typically combines activities pursued for immediate gratification with those oriented toward future value. Five stages were identified in the development of commitment and belonging to the program: social setting, flow, routinization, proactivity, and conscious application. This multi-stage process comprises two main phases: (1) the unfolding of expressive instrumentalism in non-formal activities, beginning with an emphasis on the expressive dimension and gradually strengthening the instrumental one; and (2) the development of participants’ awareness of the instrumental dimension, alongside a deepening sense of belonging and commitment. By examining how youth participants perceive the role of non-formal educational programs in relation to belonging, commitment, and future orientation in the geographical, social, and educational peripheries, this study contributes to a broader understanding of the potential of non-formal education for at-risk youth populations.