Trust, challenges and sustainability in professional learning communities
Insights from higher education students
Bibliographic Data
| ID | 22161983 |
|---|---|
| Authors | Anca Simion (0000-0002-7487-5710, Babeș-Bolyai University), Ion Albulescu (0000-0001-7284-805X, Babeș-Bolyai University), Cristian Stan (0000-0003-0629-6095, Babeș-Bolyai University) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-03-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1757686 |
| OpenAlex | W7141466386 |
| Language | EN |
| References cited | 41 |
Professional learning communities (PLCs) and networks are widely acknowledged as key frameworks for supporting collaboration, professional development, and long-term learning practices in higher education. During the expansion of professional learning communities and networks in higher education, it became evident that their survival and effectiveness are significantly dependent on trust among members and within the institutional environment. Despite their potential to promote cooperation, professional development, and resilient learning cultures, these communities frequently face obstacles that undermine their long-term sustainability. The interplay of trust in higher education, collaboration, individual capabilities, and institutional support determines whether a professional learning community thrives or faces challenges. Using survey data from students across several studying fields, this study gives empirical insights into how trust influences the sustainability of professional learning communities. Using survey data collected from 572 higher education students across multiple fields of study in Romania, the study employed nonparametric statistical analyses to examine variations in trust across demographic and educational characteristics. Three composite scales were constructed to assess interpersonal and collaborative trust, institutional trust, and personal academic confidence and future orientation. Resultsindicate moderate to high levels of trust across dimensions, with significant differences associated with area of living, level of study, and field of study. Students from rural areas generally reported higher levels of trust, while variations were also observed across academic stages and disciplines. Our findings contribute to a more nuanced understanding of collaborative academic cultures and provide evidence-based suggestions for educators, administrators, and policymakers aiming to establish long-term, inclusive and sustainable professional learning networks
Collaborative learning · Empirical research · Higher education · Interpersonal communication · Professional development · Professional learning community · Survey data collection · Sustainability · E-Learning and Knowledge Management · Innovative Teaching and Learning Methods · Knowledge Management and Sharing
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| Highly cited | No |
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