The Role of Promoters in Organizational Learning Within the Digital Transformation of Schools

Digital transformation demands schools to act as learning organizations in order to rethink and reform their structures and practices. Using a mixed-methods design (quantitative analysis of code co-occurrences within 60 semi-structured group interviews and qualitative structural content analysis), the study examines how teachers who act as promoters for digital transformation facilitate organizational learning (OL) processes and how these processes can be described. While five OL processes emerge (collective sense making, knowledge creation and transfer, evaluation and feedback, experimentation and piloting, and external cooperation and knowledge import), each process is mainly shaped by a distinct promoter activity. Findings reveal that school-wide systematic structural conditions for OL processes, for instance formal evaluation and scheduled collaboration time for the whole teaching staff, are scarce, leaving many learning processes informal and project-based. The study concludes that sustainable digital transformation requires schools to institutionalize adequate structural conditions for OL activities and to empower promoters through both top-down mandates and bottom-up support, ensuring all OL processes become habituated routines.