RECONSTRUCTION OF NON-FORMAL EDUCATION AFTER COVID-19: A LITERATURE REVIEW ON CURRICULUM, METHODOLOGICAL INNOVATIONS, AND TECHNOLOGICAL TRANSFORMATION

Abstract

The COVID-19 pandemic has been a major catalyst for fundamental changes in the global education system, including the non-formal education sector in Indonesia. This journal aims to systematically and comprehensively examine the reconstruction process of non-formal education in the post-pandemic era by analyzing transformations in three main pillars: curriculum, teaching methods, and technology. Using a systematic literature review approach based on national and international scholarly journal sources published between 2019 and 2024, this study analyzes the responses of non-formal education institutions to the significant changes that have occurred. The analysis reveals that the pandemic forced curriculum adaptations to become more flexible, concise, and focused on essential competencies and life skills relevant to crisis contexts. In terms of teaching methods, there was a significant shift from face-to-face learning to innovative, planned blended/hybrid learning models, which require enhanced digital roles and competencies of tutors or educators as facilitators. Meanwhile, technological transformation occurred on a broad and rapid scale, marked by the adoption of various digital platforms. However, this acceleration was accompanied by significant challenges in digital disparity, which risks increasing the inequality of access and quality for vulnerable non-formal education target groups. This study concludes that non-formal education has evolved into a more adaptive learning ecosystem integrated with technology. Nevertheless, for this transformation to reach its full and inclusive potential, it requires strategic policy support focused on equitable digital infrastructure development, educator competency enhancement, and the design of just and inclusive learning solutions.