This paper presents the results obtained by conducting a semi-structured interview with a pedagogue from the civil society organisation SOS Rijeka. The aim of the study was to examine the role of a pedagogue in the educational activities of civil society organisations, with focus on the preventive and educational function of a pedagogue in working with youth. The main goal of the research was to find out the motivational reasons for the pedagogue's engagement in the non-institutional field of youth education, as well as to explore what the experience of working as a pedagogue in the organisation of civil society reveals about the benefits and challenges of educational work of pedagogues. Additionally, the aim was to identify the competences of pedagogues recognised as crucial in the field of non-institutional youth educational activities and in what ways they are acquired and further developed. This sought to deepen understanding of the importance of the role and work of pedagogues in the field of non-institutional youth education. It was also intended to contribute to complementing the scarce literature in national terms on this topic. The results have shown that the main motivational reason for choosing the professional activity of a pedagogue in a civil society organisation is the greater possibility of expressing creativity when choosing informal forms while working with children and young people. It has been noted that a significant part of pedagogical competences is acquired during initial formal education and are further developed mainly through lifelong learning programmes. Associations have proven to be a useful source of professional information that they can offer to educational institutions, thus enriching the educational activities of the formal education system. Non-formal forms of work improve the building of a friendly relationship with children and young people with whom cooperation is most often realised through projects and volunteer activities. The main challenge facing the associations is the distrust of the community and the political public in their work. It was also noted that the current study programmes of pedagogy need to reflect more vigorously on topics such as civil education, health, personal and social development, and cyberviolence. Finally, a brighter future was envisaged regarding the role of pedagogues and civil society organisations and the synergy between institutional and non-institutional areas of education. It is concluded that the role of a pedagogue in the educational activities of civil society organisations is significant due to the wide range of competences it can offer. Prominent pedagogical competences are: personal, developmental, professional, interpersonal, action and competences of the European dimension in the field of education.