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Sustaining Communities of Learning and Practice in Kenyan Universities: Building Resilient and Inclusive Open Education Systems
Abstract
The transformation of higher education in Kenya is increasingly driven by the need for sustainable, resilient, and inclusive learning environment. Communities of Learning and Practice (CoLP) have emerged as vital structures that support collaborative knowledge sharing, innovation, and continuous professional development among educators and students. This paper examines the role of CoLP in building resilient and inclusive Open Education Systems (OES), identifies key challenges that hinder the sustainability of CoLP and proposes strategies for strengthening CoLP, within Kenyan universities. The study is anchored on Wenger’s Social Learning Theory which posits that learning occurs through active participation in social communities and engagement in shared practices. A descriptive survey research design was used to collect data from university teaching staff in Kenya. The study explored faculty perceptions, experiences, and suggestions regarding Communities of Learning and Practice (CoLP) and Open Education Systems (OES). Based on the findings, the study recommends investing in robust digital infrastructure, implementing targeted faculty development programs, providing recognition and incentives for CoLP participation, and developing supportive institutional policies. This research provides valuable insights for educators, policymakers, and researchers interested in advancing open and inclusive education in Kenya and beyond.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 8359
Country
Kenya
Region
Africa
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Adobe PDF, 303.9 KB
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)