The Department of Informal Education at Al-Qasemi Academy cultivates educational, social, and community leaders equipped to enact meaningful change within Arab society. The program integrates academic theory, social and informal pedagogy, practical practicum, educational entrepreneurship, technological innovation, and artificial intelligence (AI). This multidisciplinary approach positions the department as a flagship program in AI, underpinned by a resolute social-community vision.

The department operates on an ecological model, conceptualizing education as a dynamic process occurring at the intersection of three domains: the formal domain (schools and systemic frameworks), the community domain (local authorities, NGOs, and youth movements), and the technological-digital domain (innovation, STEAM, AI, and emergent learning environments). This synthesis enables students to formulate professional, culturally sensitive, and relevant interventions tailored to the evolving needs of Arab society.

Informal education functions not merely as an adjunct to formal schooling but as a primary strategic instrument for advancing social mobility, mitigating socio-economic disparities, and empowering youth. The curriculum is grounded in social and informal pedagogy, a holistic paradigm that views education as a mechanism for building personal and community resilience. The objective is to foster active civic participation, community enterprise, and social justice, particularly in response to the complex challenges confronting Arab society in Israel.

The department prepares educational-community leaders characterized by critical thinking, social sensitivity, and a robust professional toolkit encompassing entrepreneurial, digital, and technological skills. Graduates are prepared to operate within local authorities, NGOs, youth movements, community centers, and specialized projects targeting marginalized and at-risk youth. Within this vision, AI is not treated as a peripheral add-on but as an integral component in the preparation of future educators.

1. Social-Community Education: Focuses on cultivating skills in group facilitation, community process development, the management of social ventures, the promotion of civic engagement, and the development of youth leadership, inclusive of STEAM and AI-driven initiatives. Graduates of this division secure roles as social education coordinators within community centers, youth movements, and various community frameworks.

2. Marginalized and At-Risk Youth: Provides training for dynamic-therapeutic engagement with youth experiencing distress, dropout, and alienation. The track emphasizes the development of social-emotional skills and tailored interventions. Graduates work in youth advancement units, welfare initiatives, school inclusion programs, and the Pedagogic Flexibility (Gefen) frameworks.

The program prepares education professionals for modern challenges by using new teaching methods, the STEAM framework, and the smart use of AI in education, research, and community work. Students engage in podcast production, project-based learning (PBL), digital product development, and the creation of socio-technological ventures. Furthermore, they utilize AI tools strategically for community needs analysis, content generation, intervention planning, and the development of innovative solutions.

The department operationalizes innovation rather than merely conceptualizing it. Recently, the curriculum has systematically embedded advanced pedagogical models, such as flipped classrooms, asynchronous learning, PBL, and student-driven deliverables. The department is currently advancing to the next phase: the structured, ethically grounded, and progressive implementation of AI as a core element of the program's academic and professional identity.

• The Single-Major Track (3 years): A specialized pathway (60 weekly academic hours) culminating in a B.Ed. degree and an "Education Worker" certificate. This track is designed for candidates aiming to focus on management, leadership, and entrepreneurship within community domains and municipal youth departments.
• The Double-Major Track (4 years): Provides a dual professional qualification (105 weekly academic hours). In addition to the B.Ed. and "Education Worker" certificate, students earn a certified teaching credential in a secondary discipline, such as computer science, special education, Arabic language and literature, or Islamic studies. This enables graduates to integrate seamlessly into both the formal educational system and the informal community sector.

• Year 1 (2 weekly academic hours): Focuses on exposure, orientation, and the ecological mapping of field organizations and structural dynamics.
• Year 2 (7 weekly academic hours): Involves active integration, encompassing session facilitation, direct work with marginalized and at-risk youth, and community and digital intervention programs (5 hours of supervised practicum + 2 hours of workshop).
• Year 3 (9 weekly academic hours): Centers on leadership, entrepreneurship, and innovation. Students lead independent projects and STEAM and AI initiatives and solidify their professional identity through applied practice, workshops, and a final capstone project (5 hours of practicum + 2 hours of workshop + 2 hours of final project).