Inquiry-Based Learning As An Educational Practice: The Learning Communities Model In The Development Of Digital And Green Skills For Adult Educators

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Published: Jul 14, 2026
DOI: https://doi.org/10.12681/haea.45162
Keywords:
Adult Education Inquiry-Based Learning Digital and Green Skills Learning Communities
Maria Laina
a:1:{s:5:"el_GR";s:12:"ΥΠΑΙΘΑ";}
https://orcid.org/0000-0001-5141-5327
Aggeliki Mantzouni
Eleni Vallianatou-Voutsina
Savvatou Tsolakidou
Abstract

The study examines the perceptions and attitudes of Adult Educators in Greece regarding professional learning communities, focusing on developing digital and green skills and the approach to sustainability and active citizenship. The study aims to explore how Adult Educators perceive the importance of these topics and how they address them by creating learning communities that enhance their digital and green skills. A quantitative research methodology uses a semi-structured questionnaire distributed to a random sample of Adult Educators through social media networks and targeted educator groups. Central to the investigation are experiential and inquiry-based learning methodologies and techniques for developing digital and green skills within the context of sustainability and active citizenship. The theoretical framework is based on the Community of Inquiry model, which draws on Dewey's (1993) reflective phases, Malcolm Knowles' andragogical theory, and approaches emphasizing collaborative knowledge construction in face-to-face and online environments related to the aforementioned themes. The study highlights the contribution of collaborative and interactive dynamics and the value of communication and digital skills in shaping social values around sustainability and active citizenship.

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