A Framework for Enhancing Professional Learning Communities Toward Sustainable and Future- Driven Education at Prince Sattam University

Abstract

This paper aimed to develop and validate a context-sensitive framework for activating professional learning communities at a Saudi university in light of future economic and sustainability demands. A descriptive survey design was employed using a structured, expert-validated questionnaire of 47 items on a five-point scale administered to a simple random sample of 379 faculty; internal consistency was confirmed (overall Cronbach’s α = 0.825), and group differences were tested with independentsamples t-tests, ANOVA, and LSD post hoc comparisons. Findings indicated that current activation of professional learning communities was moderate (M = 3.25), perceived obstacles were high in impact (M = 3.50; notably limited cross-disciplinary cooperation and insufficient student leadership training), and requirements were rated high (M = 4.22; including research support, innovative pedagogy, and training for department heads). No statistically significant gender, rank, or experience differences emerged for obstacles, whereas males, professors, and those with ≥15 years of experience reported higher ratings for the reality and requirements dimensions. The study concluded that institutional readiness exists but is fragmented, requiring coordinated governance, capacity building, and incentives to align learning communities with national transformation agendas. It is recommended to establish a centralized unit to coordinate collaboration, fund PLC-related scholarship, and deliver leadership training.