Exploring learning outcomes: the impact of professional learning networks on members, schools, and students

Professional learning networks (PLNs) show potential for professional development and school improvement, yet empirical evidence remains scarce. This systematic literature review (N = 21) examines study designs and outcomes of PLNs at member, school, and student levels. The reviewed studies predominantly opted for case study designs with mixed methods, often relying on self-reported data, with few studies establishing causal relationships between the PLN and outcomes. Findings from the reviewed studies indicated moderate to positive outcomes on members’ knowledge, skills, and attitudes, though application in practice varied. At the school level, studies reported moderate changes, including knowledge sharing and policy changes. Student-level outcomes ranged from no change in student learning to positive attainment. Reported explanations for outcomes align with prior research, involving processes such as collaboration, inquiry, and shared focus. However, insufficient descriptions of PLN designs and activities across studies hinder connecting design, processes, and outcomes.