| Title: | Innovative professional learning communities and sustainable education practices through digital transformation |
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| Authors: | ID Vičič Krabonja, Maja (Author)
ID Kustec, Simona (Author)
ID Skrbinjek, Vesna (Author)
ID Aberšek, Boris (Author)
ID Flogie, Andrej (Author) |
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| Files: |  RAZ_Vicic_Krabonja_Maja_2024.pdf (1,57 MB)
MD5: 86A53B705E34AEEF3A21AA8FD5881366
 https://www.mdpi.com/2071-1050/16/14/6250
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| Language: | English |
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| Work type: | Scientific work |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | FNM - Faculty of Natural Sciences and Mathematics
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| Abstract: | Education is the most important part of sustainable society development. Traditional
approaches to permanent lifelong educator training often fail to produce lasting changes in teaching
practices (UN, Goal 4). This paper examines how educator involvement in a professional learning
community (PLC) ensures equitable quality education and promotes lifelong learning opportunities
for all and a sustainable digital transformation of the teaching and learning process. Participation in
PLC and the use of contemporary learning environments positively impact the quality of educators’
work, thereby enhancing the overall educational process. This study utilised a quantitative methodology, employing both descriptive and inferential statistics to analyse the data. Results indicate
that a balanced integration of formal PLC structures and guidance, combined with elements of a
non-formal, broader PLC and external incentives and support (such as projects), can surpass mere
exchanges of best practices, foster innovation, and support the sustainable digital transformation
of educators. This approach leads to a sustainable shift in pedagogical paradigms. The PLC_IP
model (focused on including digital technologies and effective teaching strategies) enhances collective
educator efficacy, contributing to improved teaching quality. For PLCs to achieve sustainability, they
must be dynamic entities that adapt to the evolving educational landscape, ensuring their continued
relevance and impact with rising completion rates over time. Our findings underscore the importance
of innovative PLCs in driving sustainable educational development and improvement and provide a
framework for future research and practical applications in educational settings. In addition, PLCs
can strengthen the means of implementation and revitalise the global partnership for sustainable
development (UN, Goal 17). |
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| Keywords: | professional learning communities, ESD, training, sustainable changes, sustainable education, education practices, schools |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Submitted for review: | 10.06.2024 |
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| Article acceptance date: | 16.07.2024 |
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| Publication date: | 22.07.2024 |
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| Publisher: | MDPI, |
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| Year of publishing: | 2024 |
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| Number of pages: | str. 1-19 |
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| Numbering: | Letn. 16, št. 14, št. članka 16146250 |
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| PID: | 20.500.12556/DKUM-91199  |
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| UDC: | 37 |
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| ISSN on article: | 2071-1050 |
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| COBISS.SI-ID: | 202658563 |
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| DOI: | 10.3390/su16146250 |
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| Publication date in DKUM: | 27.11.2024 |
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| Views: | 203 |
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| Downloads: | 37 |
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| Metadata: |    |
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| Categories: | Misc.
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