Interschool collaboration as a strategy to address the challenges of a digital society: The Experience of the TAMAM Project

• In Event: Capacity Building, Collaboration, and Educator Pathways in a Global Context

Proposal

The rapid convergence of technology, including artificial intelligence (AI), into the educational landscape presents both immense opportunities and significant challenges (Nykonenko, 2023; Zhang & Zhang, 2024). The proliferation of digital devices and applications as well as AI-driven tools has accelerated the pace of educational transformation, within a context already calling for a fundamental rethinking of teaching and learning practices (UNESCO, 2021, Nykonenko, 2023, Zhang & Zhang, 2024). In fact, the integration of technology in educational settings aggravates critical concerns, such as the widening resources divide and its ethical implications, as well as the pressing need to adapt new pedagogical approaches (Nykonenko, 2023) in an arena known for its resistance to change (Cuban, 2001). In addition, understanding the evolving learning needs of students, the digital natives in this era of social media and online learning is essential for navigating these complexities (Prensky, 2001). These challenges are not isolated to specific regions but are shared globally, necessitating sustainable and equitable educational solutions that address the peculiarities of the different contexts (Bhimdiwala & Gomez, 2022). These solutions should be taking into consideration the importance of having strong native language literacy which provides a solid foundation for cognitive development, including critical thinking, problem-solving, and abstract reasoning (Ahmad, 2024) which is essential for understanding and interacting with AI technologies (Green, 2020). The international literature emphasizes that to generate innovative solutions to complex educational problems and to address various needs of diverse students, teachers’ collaboration should be fostered which is crucial for effective change (Brown & Poortman, 2018; Stoll & Louis, 2007). Consequently, collaboration among schools is emerging as a promising strategy to build school capacity for initiating and sustaining improvement (Dı´az-Gibson et al., 2017; Wohlstetter et al., 2003). There is a need to promote collaboration and systematic inquiry between educators across schools in partnership with researchers, and specialists in order to optimize the capacity of schools and their educators to respond to the rapidly changing demands of digitization. This capacity to collectively experiment is important to find solutions that could be closely monitored with built in inquiry cycles responding to the different contexts yet having a space to integrate the peculiarities of each (Bhimdiwala & Gomez, 2022).
The purpose of this presentation is to showcase the experience of TAMAM project in interschool collaboration among five TAMAM Jordan Hub schools to address a shared and complex challenge under a university-school partnership. Partnering with university action researchers, five schools collectively identified, planned, and implemented an innovative solution to a collectively identified challenge. The five schools were alarmed by the declining quality of Arabic literacy among school age children, a challenge that is particularly poignant in the digital age (Ministry of Culture and Youth, 2018). This partnership cultivated a community of practice, harnessing collective wisdom through coordinated collaboration, effective communication, and disciplined inquiry (Bryk et al., 2015; Stigler et al., 2020). By working collaboratively and supported by the university and expert coaches, schools were able to delve deeper into the root causes of this issue and develop targeted innovative interventions. A key aspect of this experience was the creation of a shared vision for the Arabic language learner, which served as a guiding framework for collaborative efforts. University facilitators played a pivotal role in supporting schools throughout the process. They provided expertise, mentorship, and training to equip practioners with the necessary skills to implement innovative teaching strategies. The focus on practioners agency empowered educators to take ownership of their professional development and contribute to the emerging success of this experience.
Through a cyclical process of planning, implementation, reflection, and refinement, schools with the support of experts were able to adapt their approaches and interventions based on emerging challenges and opportunities. This iterative process fostered a culture of continuous improvement and innovation. The process emphasized the importance of building trust and social connection in building a collaborative community. By addressing the human element of change, schools were better equipped to overcome challenges and sustain their efforts.
The main contribution of this presentation is that it offers a comprehensive model for interschool collaboration that was constructed based on the examination of the literature and the ongoing iterations in response to the lived experiences of more than 130 educator and researchers. The model depicts the components essential to be taken into consideration when initiating interschool collaboration aimed at building capacity that supports educational transformation and sustainable improvement. The model highlights the distinct role played by university-based facilitators, as collaborative action researchers, supporting the schools through well-designed inquiry cycles, and providing customized expert assistance. The model underscored the significance of the emotional and social aspects as well throughout the whole work on this initiative. This is especially important when tackling long-standing challenges and devising innovative solutions to meet urgent emerging needs. Identifying internal advocates and champions is pivotal as well to drive this experience forward. This model is not built to give a sequential set of instructions but a set of fundamental components that can be used as a reference and guide for interschool collaborations in the Arab schools’ context. This case demonstrates that interschool collaboration can serve as a catalyst for school transformation in the digital age. By pooling resources, sharing expertise, and collectively addressing challenges, schools can reimagine their vision, and re-anchor its services to better meet the needs of their digital students.
 

Authors

• Rola Ramez Katerji, American University of Beirut

• Rima Karami, American University of Beirut