TRANSFORMATIVE EARLY CHILDHOOD EDUCATION: RECONSTRUCTING HOLISTIC LEARNING FRAMEWORKS FOR FUTURE GENERATIONS IN THE DIGITAL ERA

DOI: https://doi.org/10.33650/pjp.v13i2.15211
Authors

(1) * Evi Selva Nirwana   (Universitas Islam Negeri Fatmawati Sukarno, Bengkulu)  
        Indonesia
(2)  A. Suradi   (Universitas Islam Negeri Fatmawati Sukarno, Bengkulu)  
        Indonesia
(*) Corresponding Author

Abstract


Teacher professional development in remote areas continues to face challenges due to limited access to resources, professional isolation, and a lack of ongoing support. In this context, Professional Learning Communities (PLCs) are viewed as a collaborative approach with the potential to enhance teacher capacity and self-efficacy. However, empirical evidence regarding the role of PLCs in remote areas remains limited. This study aims to explore teachers' experiences in developing self-efficacy through participation in PLCs in remote schools in East Nusa Tenggara, Indonesia. The study employed a qualitative approach with a descriptive phenomenological design. Data were collected through in-depth semi-structured interviews and document analysis, then analyzed through phenomenological stages. The results indicate that participation in PLCs enhances teacher self-efficacy through collaborative learning, peer support, and reflective practice. This study emphasizes the role of PLCs as a mechanism for teacher empowerment in remote areas and the importance of leadership support, structured collaboration, and resource facilitation for ongoing professional development.

Keywords

Learning Communities; Teachers’ Self-efficacy; Remote School.



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Copyright (c) 2026 Evi Selva Nirwana, A. Suradi


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Published by Institute for Publication, Research, and Community Service of Nurul Jadid University, Probolinggo, East Java, Indonesia.