Nodar Mirazanashvili; Manana Michitashvili

doi:10.36074/grail-of-science.02.10.2026.017

NON-FORMAL EDUCATION AND EXTRACURRICULAR ACTIVITIES AS A RESOURCE FOR MORAL DEVELOPMENT

Authors

Nodar Mirazanashvili Gori State University, Georgia
Manana Michitashvili Gori State University, Georgia

DOI:

https://doi.org/10.36074/grail-of-science.02.10.2026.017

Keywords:

non-formal education, extracurricular activities, moral development, moral values, Т students’ personal development, values education, student engagement

Summary

The article examines the significance of non-formal education and extracurricular С activities in supporting students’ moral and personal development. The aim of the study is to explore the potential of non-formal and extracurricular activities for fostering students’ moral values, personal responsibility, and social relationships, as well as to identify the main challenges associated with the implementation of such activities. The study was conducted in seven schools in the Gori Municipality and involved students, teachers, and parents. A quantitative research method was employed using a structured questionnaire, and the collected data were analyzed through descriptive statistics. The findings indicate that non-formal education and extracurricular activities play an important role in promoting students’ moral and personal development. Their significance was particularly evident in fostering a sense of justice, responsibility, mutual respect, empathy, and cooperation. At the same time, several challenges were identified, including insufficient student participation, inadequate consideration of age- related characteristics, limited teacher time and resources, and differences in opportunities among schools. The findings demonstrate that the effectiveness of extracurricular activities depends not only on their availability but also on purposeful planning, age appropriateness, active student participation, opportunities for reflection, and cooperation between schools and families. Accordingly, non-formal education and extracurricular activities can be regarded as an important educational resource for students’ moral and personal development.

Downloads

PDF

Downloads

Download data is not yet available.

License

References

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. Psychology, https://doi.org/10.1007/s10464-010-9300-6

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school- interventions. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Hansen, D. M., Larson, R. W., & Dworkin, J. B. (2003). What adolescents learn in organized youth activities: A survey of self-reported developmental experiences. Journal of Research on Adolescence, 13(1), 25–55. https://doi.org/10.1111/1532-7795.1301006

Saqartvelos parlamenti. (2024, 12 ivnisi). Saqartvelos parlamentis dadgenileba №4261- XIVms-Xmp „zogadi ganaTlebis erovnuli miznebis dokumentis“ damtkicebis Sesaxeb.

Xvadagiani, S. (2016). Araformaluri ganaTleba samoqalaqo kompetenciebis amaRlebisatvis. GESJ: Education Science and Psychology, 1(38), 297–301.

Zarrett, N., Liu, Y., Vandell, D. L., & Simpkins, S. D. (2021). The role of organized activities in supporting youth moral and civic character development: A review of the literature. Adolescent Research Review, 6(2), 199–227. https://doi.org/10.1007/s40894-020-00142-1