Inclusive Informal Learning Communities Supporting the Sustainable Development Goals

Achieving the Sustainable Development Goals (SDGs) requires education that extends beyond formal schooling and fosters inclusion, lifelong learning, and social participation. Informal learning communities remain underexplored in this respect. This study examines how members of the speedcubing community perceive its educational and social potential in relation to SDG 4, 5, 10, and 11. The case was chosen for its open participation, intergenerational interaction, and the absence of age and gender categories in competitions. Anonymous questionnaires concerning 112 speedcubers, recruited in Poland, were completed by the speedcubers, by their parents or guardians, or jointly. Responses were analysed using descriptive statistics, non-parametric tests with effect sizes, and correspondence analysis by experience, gender, and respondent role. The community was rated as easy to enter (71.4% positive on five-point scales) and as accessible through free online resources (94.6%), with strong affirmation of its intergenerational character (93.8%) and culture of mutual respect (89.3%). Perceived equality of opportunity did not differ between female and male speedcubers, in contrast to patterns reported for other mind sports. Respondents also saw potential for engaging older adults socially. In formal education, potential was recognised above all in extracurricular clubs, without significant subgroup differences. These perceptions suggest that inclusive informal learning communities may complement formal education in supporting the SDGs.