Collaborative Co-Design in Action: Reimagining Teacher Professional Development for Crisis-Affected Contexts
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| Title: | Collaborative Co-Design in Action: Reimagining Teacher Professional Development for Crisis-Affected Contexts |
|---|---|
| Language: | English |
| Authors: | Eileen Kennedy (ORCID |
| Source: | British Journal of Educational Technology. 2026 57(3):797-821. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Faculty Development, MOOCs, Program Design, Program Implementation, Program Effectiveness, Blended Learning, Developing Nations, Foreign Countries, Capacity Building, Citizen Participation, Science Education, Scientific Methodology, Sustainability |
| Geographic Terms: | Thailand, Burma |
| DOI: | 10.1111/bjet.70054 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | This paper focuses on the opportunities and challenges of conducting implementation research when co-design is central to the project being implemented. A participatory co-design methodology is proposed to evaluate the co-design and implementation aspects of a teacher professional development course. The project aim was to co-create evidence about the effectiveness of Co-designed, Massive, Open, Online Collaborations (CoMOOCs)--an educational innovation developed with teachers in conflict and crisis settings. CoMOOCs are distinctive through their focus on co-design with local educators, and on supporting collaborative online, blended and offline spaces for teachers to jointly develop their knowledge and solutions. CoMOOCs have been developed with teachers in two Low- and Middle-Income countries (LMICs): originally with refugee communities in Lebanon, and more recently with migrant and refugee education groups on the Thai-Myanmar border. With funding from the Foreign, Commonwealth and Development Office (FCDO), as part of the Education Research in Conflict and Protracted Crisis (ERICC) programme, we are undertaking implementation research to create a robust body of evidence around which aspects of CoMOOCs are effective, for whom they work, why they work and what adaptations to the model are required. Our Co-Design Theory of Change embeds implementation research at the heart of the iterative design-implementation-evaluation cycle. This approach combines the methodologies of a design-based research (DBR) cycle with the methods of implementation research, supported by the following principles: engage collaborators in co-creating the design, carrying out the implementation and deciding on the evidence needed for effective evaluation; employ a capacity bridging, citizen science methodology to develop and certify the research skills of teachers; collaborate with local partners to undertake evidence curation; and establish local ownership of the interventions to ensure sustainability. In this paper, we present early findings from the implementation research, specifically demonstrating how co-designing the educational innovation is a vital step to scaffolding successful initiatives. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503328 |
| Database: | ERIC |
| Abstract: | This paper focuses on the opportunities and challenges of conducting implementation research when co-design is central to the project being implemented. A participatory co-design methodology is proposed to evaluate the co-design and implementation aspects of a teacher professional development course. The project aim was to co-create evidence about the effectiveness of Co-designed, Massive, Open, Online Collaborations (CoMOOCs)--an educational innovation developed with teachers in conflict and crisis settings. CoMOOCs are distinctive through their focus on co-design with local educators, and on supporting collaborative online, blended and offline spaces for teachers to jointly develop their knowledge and solutions. CoMOOCs have been developed with teachers in two Low- and Middle-Income countries (LMICs): originally with refugee communities in Lebanon, and more recently with migrant and refugee education groups on the Thai-Myanmar border. With funding from the Foreign, Commonwealth and Development Office (FCDO), as part of the Education Research in Conflict and Protracted Crisis (ERICC) programme, we are undertaking implementation research to create a robust body of evidence around which aspects of CoMOOCs are effective, for whom they work, why they work and what adaptations to the model are required. Our Co-Design Theory of Change embeds implementation research at the heart of the iterative design-implementation-evaluation cycle. This approach combines the methodologies of a design-based research (DBR) cycle with the methods of implementation research, supported by the following principles: engage collaborators in co-creating the design, carrying out the implementation and deciding on the evidence needed for effective evaluation; employ a capacity bridging, citizen science methodology to develop and certify the research skills of teachers; collaborate with local partners to undertake evidence curation; and establish local ownership of the interventions to ensure sustainability. In this paper, we present early findings from the implementation research, specifically demonstrating how co-designing the educational innovation is a vital step to scaffolding successful initiatives. |
|---|---|
| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.70054 |
