Maja Vičič Krabonja (Avtor), Simona Kustec Lipicer (Avtor), Vesna Skrbinjek (Avtor), Boris Aberšek (Avtor), Andrej Flogie (Avtor)

Povzetek

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).

Ključne besede

trajnostno izobraževanje;izobraževalne prakse;šole;usposabljanje;poklicne učne skupnosti;professional learning communities;ESD;training;sustainable changes;sustainable education;education practices;schools;

Podatki

Jezik: Angleški jezik
Leto izida:
Tipologija: 1.01 - Izvirni znanstveni članek
Organizacija: UM FNM - Fakulteta za naravoslovje in matematiko
Založnik: MDPI,
UDK: 37
COBISS: 202658563 Povezava se bo odprla v novem oknu
ISSN: 2071-1050
Št. ogledov: 0
Št. prenosov: 0
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Slovenski jezik
Sekundarne ključne besede: trajnostno izobraževanje;izobraževalne prakse;šole;usposabljanje;poklicne učne skupnosti;
Vrsta dela (COBISS): Članek v reviji
Strani: str. 1-19
Letnik: ǂVol. ǂ16
Zvezek: ǂiss. ǂ14, [article no.] 16146250
Čas izdaje: 2024
DOI: 10.3390/su16146250
ID: 25420117