Navigating learning agility: insights from research on K–12 teachers

This study aimed to identify, synthesize, and critically analyze the existing scholarly sources on teachers’ learning agility (TLA) within K–12 education. First, the characteristics of the eligible sources on TLA were descriptively explored. Then, the outcomes and implications of these studies were qualitatively analyzed. The findings highlighted that studies have been conducted since 2019, and the topic is a contemporary and emerging area of inquiry. All the eligible studies were conducted in the Asian context. The studies covered the academic fields of general education, educational technology, and lifelong learning, and this highlighted the interdisciplinary nature of the concept. Although learning agility was the central concept across all studies, there was no consensus on a shared theoretical framework. The outcomes of the publications associated learning agility with positive educational and professional outcomes, and the implications reinforced the importance of TLA as a crucial, context-sensitive, and multifaceted 21st-century competency. Finally, the study suggested the need for further research to contribute theoretical clarity, explore underrepresented contexts, and provide practical strategies for fostering TLA.