Sustainable Teacher Professional Development through Online Professional Learning Communities: Cases from Bangladesh and Indonesia
Yoonjung Hwang, Gayun Jang
Korean Comparative Education Society · Korean Comparative Education Society · 30 May 2026
Summary based on abstract and available bibliographic information
Editorial Summary
This study evaluates the effectiveness of government-supported online Professional Learning Communities (PLCs) in Bangladesh and Indonesia. It emphasizes that sustainable professional development requires intentional institutional support and active engagement structures for teachers.
Central Research Question
How do online Professional Learning Communities (PLCs) support sustainable professional development in Bangladesh and Indonesia?
Key Findings
Online PLCs serve as effective platforms when they leverage institutional engagement mechanisms, promote inclusivity, and provide collaborative spaces. Strategic government support for lead teachers is critical to fostering deeper interaction and community sustainability.
Methodology
Qualitative interviews with eleven teachers across Bangladesh and Indonesia.
Evidence
Qualitative data gathered from 5 Bangladeshi and 6 Indonesian teachers concerning the platforms Shikkhok Batayon and Ruang GTK.
Limitations
Not specified in available source
Why It Matters
As African nations increasingly look toward digital infrastructure for education, this research provides a vital case study on managing online PLCs. It demonstrates that technology alone is insufficient; rather, governments must prioritize institutional design that empowers lead teachers and facilitates authentic peer collaboration. This is particularly relevant for policy reform in nations aiming to scale professional development across geographically diverse regions.
Practical Implications
Governments and school authorities should integrate online learning platforms into formal institutional frameworks rather than treating them as peripheral resources.
Keywords
professional learning communitiesonline educationsustainable developmentteacher engagementgovernment interventionBangladeshIndonesia
InLaME Editorial Note
This page provides an original summary and contextual presentation of the source publication. Consult the original publication for the complete research, evidence, methods and conclusions.
Cite this Publication
Yoonjung Hwang, Gayun Jang (2026). Sustainable Teacher Professional Development through Online Professional Learning Communities: Cases from Bangladesh and Indonesia. Korean Comparative Education Society. https://doi.org/10.20306/kces.2026.36.2.55
