The research presented here seeks to identify and validate the essential competences for non-formal learning context guidance practitioners. The research is a response to the continuous transformation of the educational and working environment and the increasing demands generated by it. In a socio-educational context facing new ways of thinking and rapid technological change, it is essential for guidance to adapt and evolve. This study, framed within Spanish national project "Rethinking the role of guidance practitioners: building and validating a competency framework for guidance in the digital society" (PID2023-148173NA-I00), proposes a multidisciplinary approach that will enrich the practice of non-formal guidance and enable guidance practitioners to play more effective roles in the digital age.

Existing literature highlights the importance of guidance practitioners developing digital and methodological competences that enable them to respond to the new demands of the environment (Ertelt et al., 2022). This need is in line with the European Skills Agenda and other recent reports (EU, 2020; CEDEFOP, 2022) that advocate for a person-centred approach, where technology not only acts as a tool, but also facilitates inclusive and sustainable development. In this sense, the systemic approach to be adopted in this study is aligned with international trends that promote the integration of Information and Communication Technologies (ICT) as agents of transformation in guidance processes in formal and non-formal learning contexts (ETF, 2020).

Guidance reflects changes in the political, social, educational, occupational and cultural context, and studies such as those by Hooley (2017) and Mann (2020) highlight its positive impact on educational and occupational outcomes. In a context of uncertainty, the guidance approach proposes a shift towards the formation of competences that facilitate decision-making and foster resilience. This approach seeks to address the challenges of a changing society, promoting sustainability and social justice, while reaffirming guidance as a lifelong and lifewide learning process (Romero-Rodríguez et al., 2022). In this sense, the central objective of the verarching project of this research is to build two competency frameworks: a general one (OrientaComp) and a specific one for the digital domain (DigCompOrienta), as well as a self-diagnostic tool (Selfie4Counselors). These products will not only contribute to the professionalisation of guidance but also aim to serve as a reference both nationally and internationally.

Within the framework of this project, the research proposal presented here focuses on the specificities of non-formal learning contexts. Such as second chance schools, orientation centers for migrants, people with disabilities, and other spaces where the ability to adapt and manage life trajectories becomes essential. In this context, guidance should not only support decision-making but also enhance lifelong learning and personal empowerment.

The methodology adopted in this research is based on Participatory Research (PI) with elements of Participatory Action Research (PAR), following the approach of Vaughn and Jacquez (2020). The aim is to carry out a systematic enquiry in collaboration with non-formal guidance practitioners, using a mixed design combining quantitative and qualitative approaches, given that the complexity of the phenomenon requires diverse strategies. The design will be sequential, starting with a qualitative component addressing two objectives: building competence frameworks for guidance practitioners (OrientaComp) and for digital competence (DigCompOrienta). Subsequently, a quantitative component will validate a self-reflection tool on digital competence of counselours (SELFIE4Counselors) and carry out a diagnosis of training needs in non-formal learning environments. The data obtained from both components will be integrated. The research will be developed in a collaborative manner (Campbell et al., 2018), involving non-formal guidance practitioners in all phases of the process, promoting equity and respect for the contributions of each participant. The study foresees the representation of non-formal counsellors in the 17 autonomous communities of Spain, as well as Ceuta and Melilla, with a total of approximately 40 professionals in the qualitative component and 450 in the quantitative component. In the qualitative phase, ten focus groups will be carried out and the DACUM method will be used to identify competences. The quantitative component will focus on the creation and validation of the SELFIE4Counselors tool, following a systematic process that includes the definition of objectives, item development, validation by experts and psychometric analysis (Tourón et al., 2023). The analysis of the qualitative data will be carried out through a thematic approach using NVivo 14, while the quantitative analysis will be carried out with SPSS and Mplus, assessing the validity and reliability of the tool. The tools designed will be modular, with different components adapted to non-formal learning contexts. This proposal stands out for its multi-methodological approach, the continuous collaboration between researchers and practitioners, and its emphasis on the social validity of the results .

This research aims to generate a significant impact in the field of scientific and technical knowledge related to educational research and its social projection, with special emphasis on the training of guidance professionals in non-formal learning contexts. Through its results, it will fill the existing gap in the definition of competences needed for these professionals in the context of digital transformation, providing relevant data on their digital competence and training needs in Spain. As an economic and social impact, competence frameworks and self-reflection tools can also facilitate the improvement of professional practice and the certification of general and digital competences in areas where education is less structured. These tools, accessible and adaptable in both national and international contexts, will benefit non-formal counsellors and contribute to improve individuals' life decisions, impacting positively on their employment and training prospects. The interest of national and international entities that supports the relevance of the project such as the International Association for Educational and Vocational Guidance, Don Bosco Foundation, Second Chance Schools Spain (E2O), Spanish Association of Guidance and Psychopedagogy (AEOP) among others , includes specific actions to present and discuss the products generated. Thus, the dissemination of the findings will be carried out through academic publications, seminars and an open access web platform, ensuring that the results are accessible and applicable in educational practice. This approach seeks not only to understand the contemporary educational world, but also to contribute to building a future where guidance and education adapt to the challenges of tomorrow, promoting well-being and the comprehensive development of people in a diverse and constantly evolving society.

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