Marion, John ORCID: https://orcid.org/0000-0002-5259-4045, Corney, Timothy ORCID: https://orcid.org/0000-0002-1980-6835, Woods, Brett ORCID: https://orcid.org/0000-0003-1580-4258, Bradley, Ciara ORCID: https://orcid.org/0000-0001-6492-9570, Tierney, Hilary ORCID: https://orcid.org/0000-0003-1379-6944, Reynolds Conlon, Saoirse, Jüristo, Kristi ORCID: https://orcid.org/0009-0006-7878-0678, Rannala, Ilona-Evelyn ORCID: https://orcid.org/0009-0001-7806-2012, Kovačić, Marko ORCID: https://orcid.org/0000-0003-4114-0678, Žuliček, Mario, Karu, Katrin ORCID: https://orcid.org/0009-0002-7787-0103, Arnaudova, Sofija, Atanasov, Dragan and Ilic, Bojana Culum (2026) Professional Youth Work Education and Training for Working with Diverse Groups of Young People: Pedagogical Convergences and Divergences Across Five Countries. Youth, 6 (3). p. 92. ISSN 2673-995X

Abstract

Defining professional youth work and its activities presents a challenge for developing international consensus in the university level training and education of professional youth workers. This research is concerned with the question of ‘how youth work students in universities are educated and prepared for professional youth work practice, and, in particular, with diverse young people’. The article presents research examining the experiences of those undertaking the education and training of professional youth workers in universities located in five countries: Estonia, Croatia, Macedonia, Ireland and Australia. Educators from a university in each of the five participating countries completed a survey on the content and underpinning values of their course, and educators from each university participated in a focus group interview discussing their motivations to teach youth work, theoretical underpinnings, and pedagogical practices. The article finds that across the five national contexts there is broad agreement among the university youth work educators that youth work is a ‘social and critical pedagogic’ practice with a commitment to broad values of ‘social justice’ and ‘social inclusion’ for young people. However, the specific expression of these concepts differs depending on the national context, often influenced by historical and political events. The personal values, worldviews, and biographies of youth work educators play a role, both in the conception of themselves as educators, as well as their motivations and teaching practice. Educators also stressed the importance of youth work as a profession and distinct academic discipline, especially in the context of neoliberal pressures in universities that seek to conflate youth work with similar disciplines and areas of study.

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