Editorial: Unleashing potential in changing times: professional networks and learning communities in professional development

Abstract

a narrative of educational transformation that begins with macro-level leadership and consulting, extends through collaborative teacher practice, and operates within the relational and digital spaces of higher education. Ten contributions by 39 authors representing 8 countries across 3 continents offer robust empirical data derived from longitudinal, qualitative, or quantitative research. These contributions support the proposed approaches and solutions for building professional collaboration networks and communities, highlighting their added value.Systemic change must begin with cultivating equitable leadership and establishing supportive school networks. In their study of 30 national award-winning principals, Vedder et al. utilized Khalifa's Culturally Responsive School Leadership framework to evaluate how exemplar leaders navigate equity and inclusion. While these principals successfully fostered inclusive environments, built strong stakeholder relationships, and relied on mentorship for self-reflection, significant gaps remained in their ability to systematically implement culturally responsive curricula and address deeper systemic inequities. This underscores that individual leadership, when isolated, is insufficient; leaders require functional collaborative networks of colleagues and mentors to sustain growth and cultural responsiveness. Their study of Networked Improvement Communities (NICs) revealed two distinct pathways for building educator capacity: social learning within the network drives educator confidence, whereas hands-on, highly structured practice develops applied skills. Crucially, sustained network tenure strengthens both outcomes, proving that effective NICs must pair supportive relational environments with structured, feedback-rich practice. For professional networks to remain sustainable, they must address the internal realities of academic life, including professional identity, mentoring, and relational trust. Povilaitis and Jõgi analyzed academic identity in Estonia through the theoretical lens of liminality, drawing on interviews with 21 academics. While metric structures cause strain, the study highlights liminality's transformative potential for identity reconstruction, urging universities to adopt collaborative formats like communities of practice to foster agency and institutional trust.A cornerstone of rebuilding this agency is the formal institutionalization of structured guidance.Voinea et al. analyzed the perceptions of 359 Romanian university staff members, revealing a high demand for mentoring to develop scientific research skills (82%), organizational behavior (75%), and teaching performance (74%). Valued mentor traits included communication, reflective ability, and adaptability, prompting the authors to advocate for formal structured mentoring programs within university strategies. This mentorship program led to the creation of collaborative peer-learning communities, which facilitated not only integration into the organization but also the transfer of know-how and the provision of professional and emotional support to novices. True educational transformation requires a cohesive, multi-layered approach: establishing equitable school leadership and development consulting networks to build the structure; leveraging PLCs, NICs, and team science to operationalize capacity and break down silos; cultivating academic identity, formal mentoring, and trust to support faculty and student growth; and embedding inclusive practices and intentional digital sharing in daily interactions. By intentionally weaving collaborative networks into the fabric of educational systems, institutions can foster resilient, equitable, and dynamic learning environments capable of thriving in changing times.