TEACHER EDUCATION AND METHODOLOGICAL CHALLENGES IN YOUTH AND ADULT EDUCATION (YAE): STRATEGIES FOR SOCIAL AND EDUCATIONAL INCLUSION

Abstract

This article examines how teacher education and methodological strategies in Youth and Adult Education (YAE) can operate as drivers of social and educational inclusion, particularly in cohorts marked by age and sociocultural heterogeneity and interrupted school trajectories. Based on a bibliographic review (2019-2025) and a critical reading of national guidelines, we map recurring challenges irregular provision, teacher turnover, and the need to reconcile study, work, and care and identify practices with the strongest support: school‑embedded in‑service training, problem‑ and project‑based curricula grounded in local contexts, formative assessment with transparent criteria and varied tools (rubrics, portfolios, feedback), and the purposeful use of accessible technologies to extend learning time and opportunities. Findings indicate that minimal collaborative planning protocols (competency matrices, biweekly plans, shared rubrics) and formative monitoring with early outreach contribute to engagement, retention, and meaningful learning with a public purpose. We conclude that investing in dialogic mediation, flexible planning, and inclusive assessment is essential to consolidate YAE as a rights‑based public policy, reducing inequalities while recognizing learners’ experiential knowledge.