Abstract
ABSTRACT
This article seeks to explore the prospects, inconsistencies, and challenges inherent in the
qualification process for social educators. This field is currently at a turning point due to the
emergence of the ‘social educator’ qualification, which is different from the existing qualification
as a position credentials.
In view of this, we have first tried to draw out the historical contradiction disparities
within the social educator qualification by focusing on the multilayered roles of universities,
and second on the presence of teacher-registered social educators, who are subject to contradictions
and conflicting evaluations. With regard to the role of universities On one hand, the growing
the roles proliferation of qualification courses for social educators within universities has
outpaced the resources allocated to support these institutions. This has had a negative impact
on the establishment of professionalism within the social education workforce while bolstering
the role of social education directors. On the other hand, with regard to social education staff as
teachers, it cannot be overlooked that this development has facilitated the expansion of workforce
responsible for social education, bridging the gap between schools and local communities.
We have observed a shift in the increasing number of students wishing to become social
educators since the advent of this new qualification, not just in terms of numbers but with regard
to diversification and a growing awareness of individual qualifications. They are noted for
their high awareness of continuous learning and networking. In a scenario where social educators
are required to socialize in a way that meets diverse expectations, there is a strong need to
increase the training and digital support in terms of policy objectives. In order to ensure the
quality of training and education within this context, a discourse on the essence of expertise is
quite essential.
https://ror.org/00p4k0j84 
