3.2 The Community of Practice (CoP)

3.2.1. Definition, purpose, and perceived/detected potentialities

The community of practice (CoP) represents a distinctive element of the COSMOS approach as it unites community stakeholders (e.g., students, teachers, families, scientists, companies, NGOs, science centres). CoP members share a common concern or a passion and learn how to improve their knowledge and behaviour as they interact collaboratively.

The aim of CoP in COSMOS is to address Socio-Scientific Issues using different types of inquiry, that are consequential to all stakeholders in the community, thus fostering networking, sharing of expertise and knowledge, and establishing best practices among CoP partners, including small and large enterprises that share and exchange knowledge through SSIBL.

The CoPs can be developed locally, but also nationally or even internationally (connecting groups from different places with a common interest on a specific SSI). In COSMOS, the CoP is limited in time for the duration of the SSIBL design and implementation. However, if interest exists, the CoP can be prolonged in time, resulting in a sustainable process.

The Community of Practice (CoP), as implemented in the COSMOS project, demonstrates significant potential to foster educational reform and enhance science education by creating structured collaboration between schools and their surrounding communities. This approach offers several key perceived potentialities that make it a valuable framework for integrating socio-scientific inquiry and community-based learning:

• CoPs encourage teachers, students, and community stakeholders to collaboratively develop science-based learning units that address real-world socio-scientific issues (SSIs), fostering an enhanced sense of ownership and engagement among participants. Evidence from the COSMOS project shows that in both primary and secondary educational settings, students working alongside community members on issues directly impacting their local environment, such as waste management and biodiversity loss, experience a deepened commitment to these topics.
• CoPs encourage teachers, students, and community stakeholders to collaboratively develop science-based learning units that address real-world socio-scientific issues (SSIs), fostering an enhanced sense of ownership and engagement among participants. Evidence from the COSMOS project shows that in both primary and secondary educational settings, students working alongside community members on issues directly impacting their local environment, such as waste management and biodiversity loss, experience a deepened commitment to these topics.
• The CoP model also supports the adaptation of scientific inquiry to local contexts, making science education more relevant and impactful. It not only deepens students' understanding of science but also fosters critical thinking and problem-solving skills around real societal issues, such as environmental sustainability and health-related topics. For instance, in Portugal, the CoP focused on preparing for natural disasters, while in Sweden, it explored genetically modified organisms, aligning with local priorities and expertise.
• Significantly, CoPs contribute to Teacher Professional Development (TPD), equipping teachers with skills to facilitate open schooling models and integrate inquiry-based learning approaches, such as SSIBL (Socio-Scientific Inquiry-Based Learning). This not only aids teachers in delivering more engaging, contextually relevant science education but also empowers them as agents of change within their educational institutions. The TPD frameworks applied in COSMOS, particularly through guided workshops and resource-sharing, support teachers in embracing innovative methods for community-oriented science education.
• The CoP builds partnerships that extend beyond school walls, drawing in various community members, including local government, environmental organizations, and healthcare institutions. This collaboration enriches the educational experience, providing students with a multifaceted understanding of socio-scientific issues and exposing them to diverse viewpoints and expertise. In Israel, partnerships with local activists and environmental organizations enabled students to explore the tension between development and conservation, creating a comprehensive learning environment that emphasized real-world implications.
• Through the CoP model, the COSMOS project also lays the groundwork for a sustainable open schooling framework. The structured, iterative implementation of CoPs across various national and cultural contexts has led to valuable insights into best practices and challenges, ultimately creating a model adaptable to various educational settings. This adaptability ensures the long-term viability of CoPs as a vehicle for open schooling and community integration in science education.

3.2.2. Different examples of CoP

Communities of Practice (CoPs) play a crucial role in facilitating open schooling by bringing together diverse stakeholders to address real-world issues through education. CoPs provide a platform for teachers, students, community members, and experts to collaborate on various projects, enhancing the learning experience and fostering stronger connections between schools and their communities. Each CoP is unique, shaped by its context, goals, and the participants involved, allowing for a rich array of approaches to open schooling.

This guide presents a variety of examples from different countries, showcasing how CoPs can address a range of themes and issues. These examples illustrate the diverse possibilities for CoPs in different contexts, each fostering collaboration, inquiry, and community engagement:

• In Israel, the CoP for promoting healthy lifestyles and to address community well-being through education included a wide array of stakeholders: teachers, student teams, families and external community members like doctors and dieticians​​. This CoP's diverse membership exemplified how varied perspectives can enrich the learning experience and community impact.
• In the UK, a secondary school’s CoP explored waste management and recycling within the community. This CoP included environmental scientists, local biologists, and city council members who collaborated with teachers to create a curriculum that encouraged students to investigate the life cycle of waste, the environmental impact of landfill sites, and sustainable alternatives. The involvement of community professionals offered students a comprehensive perspective on environmental responsibility and facilitated meaningful connections between scientific concepts and their practical applications in everyday life​​.
• Portugal's CoPs covered two distinct topics in separate school clusters: earthquake preparedness and biodiversity loss. In one CoP, experts from civil protection agencies collaborated with teachers and students to discuss disaster readiness in seismically active areas, focusing on how communities can prepare for and mitigate the effects of natural disasters. In another CoP, entomologists, environmental educators, and municipal botanists engaged students in exploring the impact of biodiversity loss in urban areas, allowing them to develop projects that promoted environmental conservation within their neighbourhoods. These CoPs highlight the versatility of the CoP model in addressing various socio-scientific issues and demonstrate how local expertise can enrich the learning experience​​.
• In Sweden, a CoP was developed around the socio-scientific issue of genetic modification, specifically exploring the question, "Are genetically modified organisms (GMOs) beneficial or harmful?" The CoP involved science teachers, a local university partner, and a societal health organization that provided insights into biotechnology and ethics. Through this CoP, students were introduced to the scientific, ethical, and health-related aspects of GMOs, facilitating a balanced examination of the topic. By engaging in collaborative inquiry, students were encouraged to think critically about the applications and implications of biotechnology, equipping them with a broader perspective on science and public health​​. Several activities were developed combining art and science about the issue of Genetic Modified Organisms.
• In Belgium, a CoP involving STEM teachers, a school policy coordinator, educational advisors from the educational organization Djapo, trainers and researchers from Karel de Grote University, and law enforcement members focused on livability and problems around the local neighborhood (specifically the large park within which the school is located).
• In the Netherlands, a CoP focused on air quality and its implications for urban health, centering on the question of whether fossil fuel-powered vehicles should be restricted in city areas. This CoP brought together science teachers, local university researchers, and municipal representatives from public health sectors. Students investigated the levels of particulate matter in their area, drawing from data provided by the National Institute for Public Health and Environment. The collaboration allowed students to understand scientific research methods while connecting with the broader community debate on urban environmental health. This CoP underscored the importance of data-driven inquiry and community involvement in addressing public health concerns​​.
• In Israel, a CoP was created around the socio-scientific issue of conservation versus urban development, focusing on the Jerusalem Gazelle Valley. This area faced pressures between conservation efforts and urban expansion, providing a real-world context for students to explore environmental science and ethics. The CoP involved science teachers, local activists, parents, and representatives from environmental organizations, enabling students to participate in discussions and activities related to biodiversity and sustainable development. The experience underscored the potential of CoPs to foster a deep understanding of environmental stewardship by linking school learning directly to community challenges​​.
• In Belgium, some CoPs centred around themes of health and sustainability. One school adopted "The Green Revolution" as a broad theme, branching into subthemes like sustainable building, healthy sports activities, and the influence of interior design on well-being. Teachers, societal partners, and external experts, such as architects and health coaches, guided students through these topics, engaging them in defining research questions and exploring sustainable solutions. This CoP exemplifies how local professionals can bring practical insights into educational settings, making the learning process both hands-on and socially relevant​​.

3.2.3. Suggestions for Communities of Practice implementation in different contexts/realities

Implementing Communities of Practice (CoPs) within different educational contexts and realities can effectively bridge school learning with community needs and interests. Here are some suggestions for CoP implementation based on the COSMOS project experiences:

• Urban Settings: Focus on Environmental Health and Urban Sustainability – In densely populated urban areas, CoPs can address environmental health issues, such as air quality, waste management, or green urban spaces, which resonate with the lived experiences of students and community members. To implement CoPs in these settings:
  • Engage with Local Municipalities and Health Organizations: Urban CoPs benefit from partnerships with local health departments and environmental agencies. These stakeholders can provide valuable data and real-world insights into pollution levels, waste management practices, or urban green initiatives.
  • Emphasize Hands-On Data Collection and Analysis: Students can collect local environmental data, such as air quality readings or waste statistics, offering a practical link between their studies and community health.
  • Leverage Public Spaces: Activities like park clean-ups or urban tree-planting campaigns not only involve students in their community but also foster a sense of environmental stewardship, which can be enhanced by collaborating with local environmental groups or city councils.
• Rural Settings: Agricultural Practices and Conservation Efforts – In rural areas, CoPs can focus on agriculture, biodiversity, and conservation practices, allowing students to engage with issues relevant to their community's economic and environmental landscape.
  • Collaborate with Agricultural Experts and Conservationists: Local farmers, agricultural extension services, and conservation groups can provide practical knowledge on sustainable farming, biodiversity, and resource management.
  • Incorporate Socio-Scientific Inquiry on Local Ecosystems: Students can explore topics like soil health, water conservation, or wildlife habitats. Fieldwork in local farms or natural reserves can allow them to understand the balance between agriculture and ecosystem preservation.
  • Host Community Workshops: Rural CoPs can hold workshops where students and community members share findings and discuss sustainable agricultural practices or conservation efforts, fostering a collaborative learning environment.
• Resource-Constrained Settings: Focus on Essential Needs and Health – In communities with limited resources, CoPs should target pressing local needs such as health, sanitation, or safe access to resources like water and energy.
  • Engage Health and Social Service Professionals: Involving health workers, local clinics, or water and sanitation experts can help students learn about essential health practices and community health challenges.
  • Use Accessible, Low-Cost Learning Materials: CoPs in resource-constrained settings should focus on inquiry-based learning methods that don’t require extensive materials. For example, using community surveys, local case studies, and observations are low-cost ways for students to engage in meaningful learning.
  • Prioritize Real-Life Problem Solving: Community-driven research projects can address local health issues (e.g., access to clean water or nutrition), providing students with insights into the immediate impacts of science on daily life. By focusing on practical, community-beneficial outcomes, CoPs can create relevant and actionable learning experiences.
• Culturally Diverse Settings: Inclusive and Contextualized Learning – In culturally diverse communities, CoPs should recognize and integrate the unique cultural practices, values, and needs of each subgroup within the community.
  • Involve Community Leaders and Cultural Representatives: CoPs benefit from working with community leaders or representatives from various cultural backgrounds to ensure that activities and themes are respectful and relevant to all groups involved.
  • Select Inclusive Socio-Scientific Issues (SSIs): Topics like public health, environmental justice, or sustainable living resonate across cultures and can be approached from multiple perspectives, making them suitable for diverse groups.
  • Implement Culturally Sensitive Pedagogies: Encourage students to bring their own experiences and cultural knowledge into discussions. CoPs can use case studies or examples from various cultural contexts, allowing students to see how scientific inquiry applies in different ways worldwide.
• Technology-Enhanced Settings: Digital Learning and Virtual Collaboration – In settings with strong technological infrastructure, CoPs can leverage digital tools to enhance learning and connect participants beyond physical boundaries.
  • Use Digital Data Collection Tools: Sensors, apps, and other digital tools enable students to collect and analyze data on local issues like air quality or water usage in real-time.
  • Facilitate Virtual CoPs with Broader Communities: Digital platforms allow students to collaborate with experts, other schools, or even international communities, expanding their learning network and offering a broader perspective on their local issues.
  • Encourage Project-Based Learning through Virtual Collaboration: Digital CoPs can facilitate projects that involve online research, virtual field trips, or remote expert consultations, enabling students to engage with broader scientific and socio-political contexts.
• Educational Institutions in Transition: Building Teacher Capacity for CoP Engagement – For schools transitioning to inquiry-based and community-focused learning, it is essential to develop teachers’ confidence and skills in managing CoPs and facilitating socio-scientific inquiry.
  • Conduct Teacher Professional Development (TPD): Offer structured TPD programs that focus on SSIBL (Socio-Scientific Inquiry-Based Learning) and provide guidance on creating CoPs, as seen in the COSMOS project. Workshops, mentoring, and peer collaboration can enhance teachers' readiness to lead CoPs effectively.
  • Use Incremental Implementation with Support: Start with small, manageable CoP projects and gradually increase scope as teachers gain confidence. This allows educators to familiarize themselves with the CoP model while fostering a supportive environment for gradual change.
  • Facilitate Reflection and Feedback Cycles: Encourage teachers to reflect on their experiences and share insights with peers. This practice helps refine CoP activities and sustain motivation through continuous professional learning.

3.2.4. How to overcome the weaknesses, obstacles and difficulties in CoP functioning

Implementing Communities of Practice (CoPs) within educational settings comes with challenges that can hinder their effectiveness. Based on the insights from the COSMOS project, here are the primary weaknesses, obstacles, and difficulties encountered in CoP implementations, along with strategies to address them:

• Limited Time and Resources – One of the most cited difficulties is the limited time available for teachers and students to engage fully in CoPs. Teachers often have heavy workloads, and CoP activities require additional planning, coordination, and reflection time. Furthermore, schools with constrained budgets may lack the resources to facilitate CoP activities effectively, such as materials, transportation, or digital tools. To overcome time and resource constraints, CoP projects can start with smaller, focused initiatives that fit within existing curricula and require minimal extra resources. Schools might also consider creating rotating schedules where teachers are given dedicated time for CoP planning. Collaborating with local organizations or utilizing digital tools, such as virtual meetings or online resources, can reduce logistical demands and costs.
• Engagement from Stakeholders – Gaining full involvement from all stakeholders, including school administrators, community members, and even students, can be challenging. Some may view CoPs as extra work or struggle to see the immediate value of participation. Without buy-in, the CoP can suffer from lack of motivation and lower participation. To secure stakeholder engagement, CoPs should start with clear, achievable goals that demonstrate quick, positive impacts. Schools can host informational sessions to explain the CoP’s benefits and invite testimonials from participants who have found value in similar initiatives. Additionally, showcasing early wins, such as completed projects or positive feedback from students, can help garner further support and involvement.
• Inconsistent Participation and Commitment – Consistent participation is crucial for CoPs, yet schools often face challenges maintaining commitment, especially if participants face competing priorities. Changes in staff or fluctuating student interest can also disrupt continuity. Developing a structured CoP schedule with regular, manageable sessions can foster routine participation. Schools should consider assigning specific roles to CoP members (such as project coordinators or team leaders) to create a sense of responsibility and continuity. Including CoP activities in the curriculum or school calendar as formal requirements, rather than optional extracurriculars, can help sustain involvement.
• Lack of Training and Professional Development for Teachers – Teachers may lack experience with CoP models or inquiry-based learning approaches, which can hinder effective facilitation. This lack of training can lead to uncertainties in implementing CoP activities or integrating them within existing curricula. Offering targeted Teacher Professional Development (TPD) on CoP facilitation and socio-scientific inquiry methodologies, as demonstrated in the COSMOS project, can build teachers’ confidence and competencies. Workshops, mentorship programs, and resources tailored to CoP facilitation can help teachers effectively lead and engage students. Encouraging collaborative planning sessions among teachers can also foster a supportive learning community where teachers can share experiences and strategies.
• Difficulty in Maintaining Community and External Partnerships – Maintaining ongoing relationships with community partners can be difficult due to differing schedules, priorities, or goals. External partners, such as local organizations, may not be readily available to participate, or may only commit for short-term engagements, affecting the CoP’s consistency. Building long-term partnerships starts with selecting partners who have a vested interest in the CoP’s theme and outcomes. To solidify commitment, schools can draft partnership agreements outlining roles, responsibilities, and expectations. Additionally, organizing an annual CoP event, like a community showcase or project fair, can keep external stakeholders invested and allow for periodic reconnection and reflection on joint progress.
• Challenges in Contextualizing Content to Local Needs and Realities – CoPs aim to address locally relevant socio-scientific issues, but contextualizing these topics to suit diverse educational settings and student needs can be complex. Teachers and students may struggle to see the relevance of certain issues or to engage with topics that seem too broad or distant from their immediate environment. CoPs should prioritize locally relevant themes that resonate with the community, such as public health, local environmental concerns, or cultural heritage. Schools can conduct preliminary surveys to identify issues that are meaningful to students and community members. Flexibility in the CoP structure, allowing each school or classroom to adapt themes to their specific interests, can also enhance relevance and engagement.
• Evaluating and Demonstrating CoP Impact – Assessing the outcomes and impacts of CoPs can be challenging, especially when measuring qualitative changes like community engagement or shifts in student attitudes toward science. Without clear assessment methods, it can be difficult to demonstrate the value of CoPs to stakeholders. Schools can implement both qualitative and quantitative evaluation methods, such as surveys, interviews, and reflective journals, to capture a comprehensive view of the CoP’s impact. Tracking student participation, projects completed, and feedback from community partners can provide concrete indicators of success. Additionally, schools can showcase student projects and learning outcomes in public forums, such as community events or school exhibitions, to demonstrate the CoP’s tangible benefits.
• Navigating Cultural and Social Diversity – CoPs that operate in culturally or socially diverse communities may face challenges ensuring inclusivity and addressing differing perspectives within a shared learning environment. These differences, if unacknowledged, can lead to miscommunication or a lack of cohesion within the CoP. To foster inclusivity, CoPs should establish guidelines for respectful communication and actively include diverse voices during planning and implementation. Involving community leaders or representatives from different cultural groups can ensure that the CoP respects and integrates various perspectives. Additionally, facilitating culturally relevant topics and materials can help bridge differences, creating an inclusive environment where all participants feel valued and engaged.

3.2.5. Suggestions for CoP Composition and Topics

Designing an effective Community of Practice (CoP) composition and selecting relevant topics are key factors in creating meaningful and sustainable learning experiences. Insights from the COSMOS project illustrate how a well-structured CoP can bring together diverse expertise and address locally relevant socio-scientific issues. Here are suggestions for CoP composition and topic selection based on these insights:

• Suggested CoP Composition – The effectiveness of a CoP relies on a carefully selected mix of stakeholders who bring various perspectives, resources, and expertise to the group. A diverse CoP composition encourages a collaborative environment, where each member contributes to addressing socio-scientific issues from unique angles. Recommended CoP members include:
  • School Teachers and Coordinators: Teachers are central to CoPs, as they guide students’ learning processes. Including teachers from different subject areas, such as science, social studies, or language arts, enriches the CoP by allowing for interdisciplinary approaches to topics.
  • Higher Education Institution (HEI) Partners: Professors, researchers, and education specialists from universities can provide research-based insights, resources, and methodological support. In COSMOS, HEI partners helped introduce socio-scientific inquiry methods and facilitated professional development for teachers.
  • Community Representatives and Local Authorities: Local government officials, public health experts, or environmental agency representatives bring practical, community-specific knowledge, helping ground CoP topics in the real-life issues affecting the community. Their presence also provides students with valuable perspectives on policy and community impact.
  • Subject Matter Experts (SMEs): Depending on the CoP’s focus, experts in fields like public health, environmental science, or engineering can enrich discussions with specialized knowledge and real-world applications. These experts help make the learning process tangible by sharing the latest research, data, or case studies related to the CoP topic.
  • Students and Student Representatives: Including student representatives in the CoP planning phase can provide insight into their interests, motivations, and concerns. This approach helps ensure that topics are relevant to students’ lives and promotes student-led initiatives within the CoP.
  • Parents and Local Community Members: Involving parents and community members fosters broader engagement and creates a support system for CoP activities. Community members can offer perspectives on local cultural or environmental issues, and their participation helps bridge the gap between school and community life.
• Recommended CoP Topics – Selecting topics that resonate with both students and the broader community is essential to fostering engagement and relevance. The COSMOS project highlights several themes well-suited to CoPs, each focusing on locally relevant socio-scientific issues (SSIs) and promoting interdisciplinary, inquiry-based learning. Suggested topics include:
  • Environmental Sustainability and Conservation – Biodiversity loss, water conservation, sustainable agriculture, climate change adaptation, and urban green spaces. Environmental issues resonate across urban and rural contexts, making them universally relevant. Topics like urban pollution or conservation can involve students in real-life science activities, such as data collection on local biodiversity or air quality monitoring. These topics encourage students to explore and implement solutions for sustainable practices in their own communities.
  • Health and Well-Being – Public health, nutrition, physical fitness, and mental health awareness. Health-focused topics are particularly relevant in schools, where students can directly relate to themes of wellness and lifestyle. CoPs centered on public health issues can partner with local health experts or community organizations to explore how lifestyle choices impact health. This focus also allows for discussions on global health issues, such as pandemics, and can promote health literacy among students.
  • Science, Technology, and Society (STS) – Genetic modification, artificial intelligence, data privacy, and renewable energy. STS topics allow students to investigate the ethical, social, and economic impacts of scientific advancements. These discussions encourage critical thinking as students consider both the benefits and potential consequences of technologies like AI or genetic engineering. In the COSMOS project, genetic modification was a popular topic, as it engages students in understanding scientific innovation’s role in society and its ethical implications.
  • Community and Social Responsibility – Waste management, recycling, urban planning, and social justice issues such as equity and inclusion. Topics of community and social responsibility foster a sense of civic duty and encourage students to think about their role in society. CoPs that focus on waste reduction or recycling can partner with local environmental groups or city councils, engaging students in projects that have immediate community impact. Social justice topics can also be explored, connecting students to issues like gender equality, cultural diversity, and human rights.
  • Emergency Preparedness and Resilience – Disaster preparedness (e.g., for earthquakes, floods, or wildfires), crisis management, and sustainable infrastructure. In regions susceptible to natural disasters, CoPs on emergency preparedness are particularly relevant. These topics not only educate students on practical life skills but also foster community collaboration and resilience. By working with local emergency services or civil protection agencies, CoPs can help students understand disaster risks and contribute to local preparedness initiatives, as seen in Portugal’s earthquake preparedness project in COSMOS.
• Additional Topic Selection Tips:
  • Align with Local Issues and Priorities: Topics that are directly relevant to the local community’s challenges or goals create a stronger sense of purpose for CoPs. For instance, urban schools may focus on pollution and transportation, while rural schools could explore sustainable agriculture or water resource management.
  • Use Inquiry-Based Themes: Topics should lend themselves to Socio-Scientific Inquiry-Based Learning (SSIBL), where students can ask questions, conduct research, and implement solutions. SSIBL themes support active learning and help students develop problem-solving skills relevant to real-world issues.
  • Incorporate Cross-Disciplinary Elements: CoP topics can blend multiple disciplines, encouraging students to see the interconnectedness of science, social studies, ethics, and language arts. This interdisciplinary approach broadens students’ understanding and allows for a more comprehensive exploration of each issue.