Community Of Practice Approach Research Articles

Harvard Medical School Global Mental Health: Trauma and Recovery Course: What is the Global Impact? Three Year’s Results

Purpose: This paper describes and documents an innovative blended learning Global Mental Health: Trauma and Recovery certificate training course. This course combines a two-week face-to-face training in Orvieto, Italy with a five-month follow-up online virtual training as a learning experience for global health care practitioners. Continuing medical education (CME) accreditation is offered upon completion. This course utilized an innovative blended learning model with a community of practice approach, a combination of lectures and discussions, and online in-depth group case study discussions. Methodology: Data was collected by self-reported anonymous evaluation by participants of three continuous years of the CME Global Mental Health: Trauma and Recovery certificate training course sponsored by Harvard Medical School. One hundred fifty-five participants (n= 39 in 2011; n = 57 in 2012; n=59 in 2013) underwent a pre- and post-course evaluation to determine sustained confidence in performing medical and psychiatric care to traumatized patients and communities, as well as to determine their learning of the Global Mental Health Action Plan (GMHAP). Results: Over the course of three independent years, a total of 155 participants were evaluated. There was evidence for significant improvement in their confidence levels in all clinical areas (diagnosis; treatment of trauma; use of psychotropic medication) when comparing baseline to completion of the six-month course. All ten dimensions of the GMHAP and nine medical and psychiatric aspects of treatment revealed significant improvement in confidence levels. Regression analysis also indicated similar results after the adjustment of demographic covariates. Physicians and participants with mental health and social work background had significantly higher confidence. Participants who were MD’s or psychiatrists had higher confidence in most of the categories of confidence except for self-care, understanding culture, collaboration, and policy and financing. The model showed no difference in learning based upon gender and level of development of country of origin. Conclusion: The evaluation of this blended learning CME program provides evidence of significant enhancement of clinical practice and planning skills in health care practitioners working with highly traumatized patients and communities worldwide. This successful training over the past 18 years has gone far to achieve the health and mental health capacity building as requested by the Ministers of Health from post-conflict societies in the historic Rome meeting in 2004.

Using digital platforms to promote a healthcare provider community of practice for abortion care in Uganda

BackgroundA community of practice (CoP) is defined as a group of people who share a concern, set of problems, or a passion about a topic, and who deepen their knowledge and expertise by interacting on an ongoing basis. The paper presents a case study on the design, implementation and management of a CoP. The objective is to share experiences, opportunities, challenges and lessons learnt in using digital platforms for clinical mentorships to establish a CoP that promotes enhanced service provision of abortion care.MethodsWe employed competence-based training and ongoing virtual mentorship for abortion care, employing the abortion harm reduction model, and using several digital platforms to create and nurture community of practice for abortion care. Using the Capability-Opportunity-Motivation for Behavior (COM-B) model and textual data analysis, we evaluated the performance of the CoP as a tool to support abortion care, using data from in-depth interviews and information shared on the platforms. The data was analyzed by thematic analysis using text data analytical approach.ResultsCoPs have much unrealized potential for networking to improve abortion care, as they are more inclusive, interactive and equalizing than typical webinars, yet less expensive and can complement (though not replace) physical mentorships. CoPs’ focus on sharing best practices and creating new knowledge to advance professional practice, faces challenges of maintaining regular interaction on an ongoing basis. CoP members need to share a passion for their practice and mutual trust is key to success.ConclusionThough it faced initial challenges of connectivity, and limited interaction, the CoP approach using digital platforms promoted shared experiences, personal connections, communication, collaboration and application of knowledge for improved abortion care.

Bringing engineering into primary science classrooms using engineering design and community of practice approach—An evaluation of STEM × Play program

Due to the rapid growth of STEM-skilled jobs, there is an urge of introducing engineering in earlier years of schooling to not only flourish students’ motivation and interest but to also acquire the required skills for surviving in the high digital demand environment. This paper aims to share an innovative pedagogy–STEM × Play in-curriculum program and to report the post-program evaluation of primary school students’ perceptions about and attitudes toward learning STEM and teachers’ perception of teaching STEM. There was evidence of positive student learning outcomes including critical skills needed for STEM professions such as comfort with failure, collaboration, critical thinking and problem solving. Mentors from universities and industries were found crucial for improving teachers’ STEM skills.

Measuring agroecology: Introducing a methodological framework and a community of practice approach

Over the last few years, a small but increasing number of researchers and organizations has been involved in tracking funding flows to agroecology, analyzing development assistance, climate finance, and research funds for their contribution to an agroecological transformation of food systems, including as part of the efforts to achieve the Sustainable Development Goals. This has led to the emergence of a community of practice (CoP) meeting and exchanging in a number of different forums—Financing Agroecology Civil Society CoP, the Agroecology Donor Group, and the Working Group on Financing and Investments of the Coalition for Food Systems Transformation Through Agroecology (Agroecology Coalition). In this article, we report on a process of collaboratively developing a methodological framework, using the High Level Panel of Experts of the Committee on World Food Security 13 principles of agroecology as foundation. This framework overcomes some limitations of previous methodologies for evaluating degrees of agroecological integration (including those using Gliessman’s 5 levels of food system change) and facilitates a robust qualitative assessment of projects, programs, and project portfolios with respect to their “agroecologicalness.” The framework conceives of agroecology as paradigm-shifting rather than as incremental improvements to existing food systems. It enables global comparability as well as local contextualization of each principle. While the need for this framework arose from the desire to monitor—and increase—financial support for an urgently needed transformation toward agroecology, the framework can equally contribute to the design of projects and programs, which aim to radically transform food and farming systems. It also has value as an educational tool, in specifying through statements of value and concrete examples, what agroecological work aims at. This article introduces our framework and argues for an expanded CoP approach to use it widely and share the results through the digital platform that will be developed for that purpose.

Learning programming for mathematical investigations: an instrumental and community of practice approach

ABSTRACT In this article, we seek to understand how university students learn to use programming for mathematical investigations; our precise focus is on how the analysis of social elements in operational knowledge elucidates this learning. We propose a framework coordinating the instrumental approach and communities of practice (CoP) theory. We apply it in the context of project-based university courses (MICA courses), where the CoP of mathematicians using programming for their research is a reference. We investigate the schemes associated with the programming language and its environment developed by students along trajectories of legitimate peripheral participation. We focus on the scheme developed for the goal “validating the programmed mathematics.” Our results indicate that for the same goal, common rules-of-action are developed by students, but differences can appear concerning theorems-in-action. This study also suggests theoretical developments linked with the coordination of the instrumental approach and CoP theory.

An Activity for Building Teaching Potential Designed on Community of Practice Cooperated with Lesson Study

This paper proposes the development of an activity based on the community of practice (CoP) approach in collaboration with lesson study to enhance teaching potential. The CoP approach is utilized to elicit teachers' experiences and facilitate the sharing of teaching guidelines, while the lesson study method enables small groups of teachers to collaboratively design, teach, reflect on, and refine a class lesson. Drawing from semi-structured interviews, classroom observations, documentation, expert field notes, and focus groups, the proposed activity consists of four key components: 1) principle, 2) activity objective, 3) learning activity, and 4) learning evaluation. The learning activity encompasses four steps: educating, innovating, implementing, and reflecting. Each step comprises several sub-activities, with the innovating and implementing steps being iterative. The activity demonstrates a content validity of 0.95 and a suitability rating of 4.88. Furthermore, the participating teachers in this study exhibit increased self-confidence in constructing classroom activities and gained additional pathways for designing effective learning activities. The paper suggests that this approach can effectively foster the acquisition of new knowledge, the development of innovative practices, and the application of effective instructional strategies in the classroom.

COVID-19 Vaccine Pharmacovigilance Data in Low and Middle-Income Countries: Addressing the Challenges Using a Community of Practice Approach

COVID-19 Vaccine Pharmacovigilance Data in Low and Middle-Income Countries: Addressing the Challenges Using a Community of Practice Approach

Early Bronze Age IA mortuary practices and difference on the south-eastern Dead Sea Plain, Jordan

Early Bronze Age I mortuary practices present a fascinating opportunity to consider how archaeologists approach the question of regionalism, a task rooted fundamentally in the identification and assessment of difference. This paper discusses the intellectual scaffolding in archaeological approaches to assessing variation and homogeneity in our social, economic and political reconstructions of the EB IA by focusing on the cemeteries of Bâb adh-Dhrâʿ, Fifa and Naqʾ on the south-eastern Dead Sea Plain, Jordan. A communities of practice approach is employed to understand the nature of variation in EB IA mortuary practices. By framing mortuary practices as a craft, embedded in the sociality of technology and learning, alternatives to understanding the similarities and differences of treating the dead, and how mortuary practices on the south-eastern Dead Sea Plain offer insights into EB IA society, are considered.

Towards understanding SFSC and the pillars of its conceptualisation: Building upon the Community of Practice approach

Short Food Supply Chains (SFSC) has drawn scholarly attention for its innovative features, such as the emergence of new associational forms, proximal relations and new quality conventions. A better understanding of SFSC is attained when looking at it as alternative food networks structured around organizational relationships. Aiming toward a comprehensive conceptualization of SFSC, this paper presents the findings of a transnational empirical investigation of different cases in a search of their central and most typical features. Building upon the Community of Practice (CoP) concept, SFSC are conceptualized as co-creative processes and as constructed realities with their traits being shaped by the interaction of participating multiple-actors. The sample of this study involves nine CoPs which are located in different parts of Europe and which were studied through open space discussions (World Café) with the participation of the various actors involved in the chain from production to consumption, services, research and policy areas. The identification of the most typical and ubiquitous attributes of SFSC as they appear across different contexts is based on an exploratory analysis which defines the main frames of SFSC and identifies on their basis the pillars of the conceptualization of SFSC. These pillars are sharing, authenticity and sustainability, the first one referring to the relational aspect, the second referring to the commercialization process and the third relating to the rationale or underlying logic of SFSC. The identified pillars signify their competitive advantage because SFSC develop as dynamic alternative networks to conventional, large-scale food systems. It is envisaged that the suggested conceptualization of SFSC would contribute to a better understanding of SFSC and foster future research in this field.

Strengthening online teaching capability: Medical and health sciences faculty development

Educational institutions have experienced a rapid pivot to online learning over the last two years due to global COVID-19 pandemic conditions. Historically, in moving to online teaching, research has found that educators experience varying degrees of success with key challenges being: time pressure; staff shortages; insufficient technical ability; technical difficulties; and lack of faculty development (FD) opportunities (Aghakhani & Shalbafan, 2020; McQuiggan, 2007; Nimrod, 2018; Rajab et al., 2020). These challenges are exacerbated in the current climate and, despite being in our third year of teaching and learning under ongoing pandemic constraints, there is still a paucity of literature around how faculty have been supported in their provision of online teaching initiatives (Daniel et al., 2021). Our research aimed to identify features and enablers that staff value to strengthen their online teaching capability. Additionally, we intended to determine gaps in and future directions for strengthening staff online teaching capability, with a view to affecting change at an institutional level in addition to improving outcomes for students. To do this we used The Kirkpatrick Model as modified by Steinert et al. (2006) to evaluate FD initiatives and outcomes at the Faculty of Medical and Health Sciences at New Zealand’s leading university, The University of Auckland. We conducted a mixed methods study comprising five datasets: interactive learning (in H5P) FD workshop surveys (1); teaching staff surveys (2) and interviews (3); student Summative Evaluation Tool (SET) surveys (4); and assignment grades (5). The FD workshop exit surveys (1) found that staff (n=105) valued personalised support and active learning. Teaching staff (n=86) surveys (2) showed that staff place high value on their Community of Practice (CoP) (Lave & Wenger, 1991), which were seen to provide personalised, technical, and emotional support. Similarly, findings from interviews (3) indicated that staff (n=20) appreciated FD that was personalised, interactive, timely, and they were overwhelmingly grateful for support from colleagues. Some key areas were identified as needing further FD by staff: fostering online relationships and engagement, and teaching in culturally sustaining and universally accessible ways. There was also a strong belief that university management should support professional development by allocating time and resources to FD in online teaching. Using SET data (4) from 2018 to 2021, we determined that providing students (n=809) with online interactive resources was a key support for their learning. During this time, the grade mean for a student assignment, that was purposely redeveloped for online learning using H5P to facilitate interaction and engagement, increased significantly from 2018 to 2019 (9%, p<.001). FD in interactive learning using H5P, driven by early adopter teaching staff, resulted in creating content associated with a mean increase in assignment grades (level 4B - Change among the participants’ students or colleagues [Steinert et al., 2006]), and the provision of an institutional licence (level 4A - Change in the system/organisational practice [Steinert et al., 2006]). The CoP approach ensured that personal connections were at the fore of FD and enabled effective modelling of pedagogical choices for interactive online learning. Providing personalized, just-in-time support through a CoP approach, interactive online teaching capability was improved, and institutional change was affected.

A communities of practice approach to promoting regional circular economy innovation: evidence from East Wales

ABSTRACT With sustainability orientation and opportunities provided for economic growth, the circular economy is much promoted by the Welsh government in recent years. In this region, Communities of practice (CoP) are cultivated to link various industry sectors together, sharing knowledge and creating a practical solution to circular economy related challenges. While current literature provides the framework of a regional innovation ecosystem in the form of Triple Helix, the role of CoP is underexplored. The key research question of this paper is ‘how can the CoP approach cultivate regional circular economy innovation?’ Through an in-depth case study of the Communities of Circular Economy Innovation (CEIC) project in East Wales, the paper identifies the construct of CoP, its dynamic lifecycle, and the interaction between CoP and Triple Helix. Findings reveal that whilst universities and government play a leading role in innovation at early stages by deliberately establishing the CoP, the self-governance of CoP at later stages results in active influence on industry changes and policy designs. The paper contributes to the literature on micro-relations among regional innovation actors by highlighting the role of CoP in creating emerging new knowledge and tools. It also provides practical implications to industry and policy makers to promote a regional circular economy.

Ecocentric Living: A Way Forward Towards Zero Carbon: A Conversation about Indigenous Law and Leadership Based on Custodianship and Praxis

This paper reflects on leadership shown in Venda, Southern Africa to protect the lungs of the planet and draws out key themes on the way Indigenous wisdom — underpinned by a sense of the sacred and the profane – expressed in solidarity with nature - are vital for protecting forests. It explores indigenous wisdom on their kinship with organic and inorganic sacred totems (plants, animals and features of the landscape) which are protected through relationships that inform governance. The ongoing community of practice and related projects make a case for standing together to address climate change. The paper was developed as part of a University of South Africa project together with the named authors. Mphatheleni Makaulule has developed an a priori and a posteriori approach to Ecosystemic governance that resonates with the work of Wangari Maathai. Makaulule’s leadership in Venda that is discussed with fellow project members who are exploring how the agendas for COP 26 could be attained by fostering law informed by Bateson’s concept an “ecology of mind – which means an understanding of human beings’ place within living systems and our need for both education and laws to protect ecosystems such as forests (which are the lungs of the world) and the water systems (which are the life blood of all living systems). The governance approach in Venda emphasised the need to think in terms of our relationships with all living systems. The idea of extending a sense of solidarity to others is explored deeply with Makaulule and colleagues by considering similar approaches in other places, such as the Amazon where Makaulule spent time learning from shamanic leaders, Ghana (where Akwasi Achemfuor has undertaken research), Northern Territory and South Australia (where McIntyre was mentored by Peter Turner and Olive Veverbrants). The paper also refers to the work of Widianingsih based on an in-depth discussion on the Kasepuhan Ciptagelar community in West Java that has also been protecting the forests for more than 300 years. The authors explore whether attributing personhood to nature, could be regarded as limiting a notion of mystical and pragmatic recognition of interbeing or even a form of colonising the notion of interbeing? We suggest that a community of practice approach (Wenger, 1999, Wenger et al., 2009) to support learning organisations and communities could support two-way education to enable cross cultural, cross disciplinary and transnational learning to support steps towards wellbeing through sharing our understanding of interbeing in dialogue, it became clear that transcendence through totemism, dreams and shamanistic rituals support a sense of oneness with nature, relationality as well as a sense of awe, solidarity and responsibility for others which is being increasingly recognised in the arts and sciences.

Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy

ABSTRACT Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this changing workforce is, however, unresolved. Teachers in a recent national study report the benefits of non-formal learning but the diverse organisational structures of colleges impact on the size and focus of teacher communities and thereby the nature of professional learning. Where mathematics teachers are enabled to meet regularly or work in close proximity, teacher learning communities emerge but their development is constrained by a lack of consensus on the professional identities and competencies of mathematics teachers in FE colleges. Despite these obstacles, we argue that there is considerable potential to enhance professional learning for mathematics teachers in FE through a communities of practice approach and that such a strategy for professional development is a key component of a self-improving further education system.

A systematic literature review of service-related research on refugees

PurposeThis study aims to systematically review and conceptualise service-related research on refugees to identify gaps in the literature, derive future research avenues and stimulate interdisciplinary research and practice to improve well-being of refugees.Design/methodology/approachThis study uses a systematic literature review (SLR) of 102 journal articles published or available online from 2010 to 2020.FindingsTen themes are identified across the three phases of the refugees’ service journey (entry, transition and exit). Most of the articles focus on the exit phase. One-third of the literature analyses refugees’ access and adaptation to health-care services. The dearth of research on other refugee services reflects the failure to attend to all aspects of service provision across all phases of the refugee service journey.Research limitations/implicationsWhile the ten themes across the three phases require scholars’ and practitioners’ attention, different aspects of the SLR’s findings necessitate further investigation. To reinvigorate research and practice, and stimulate interdisciplinary collaboration, a novel Communities of Practice approach is suggested.Practical implicationsPractitioners and policymakers should place more focus on the entry and transition phases of the refugee service journey.Social implicationsLack of research and engagement with the first two phases of the refugee journey might come at the expense of refugees. More service support is needed to buffer the journey from homeland to host country.Originality/valueTo the best of the authors’ knowledge, this SLR on refugee-related services is the first of its kind from a service research perspective.

A community of practice design for capacity-building programs: The Chicago Peace Fellows

ABSTRACT While much has been written about the curricular content and outcomes of capacity-building programs in community development, we know less about how theories of learning inform program design. This article presents a descriptive case study of the Chicago Peace Fellows, a capacity-building program for community leaders that was guided by a community of practice approach to learning. The case highlights four priorities to guide design of the tools, spaces, activities, and social arrangements of capacity building: 1) nurture participants’ identification as members of a community of practice; 2) offer participants opportunities to jointly negotiate meaning and expand their knowledgeability; 3) provide avenues for communities to persist and expand; and 4) commit to equity. The analysis describes how each priority was enacted in the Chicago Peace Fellows program and how participants responded, with an aim to provide useful guidance for designers of capacity-building programs.

A transformative professional learning meta-model to support leadership learning and growth of early career teachers

ABSTRACT This paper explores leadership learning of seven early career teachers who attended eight leadership for inclusion community of practice (LIn-CoP) workshops in the Republic of Ireland. A meta-model was used to inform this research drawing upon a community of practice approach using participatory action learning action research processes, evidence-based frameworks of teacher leadership development (focused on growth as a teacher, researcher, leader and personal growth) and the six facets of equity to support inclusion. Findings attest to enhanced individual competencies; growth as a teacher, researcher, leader and personal growth, with no one growth aspect more important than another. This paper adds to the existing research showing how certain growth aspects were more aligned to evolving needs at particular points in a teacher’s professional learning journey. Furthermore, growth was influenced by teachers’ personal and contextual challenges and needs thus questioning existing research on the use of the leadership development framework within PLCs in schools. Findings contribute empirical evidence of leadership learning among early career teachers, when prospectively using the framework, within a school university partnership model. The study answers the call for research into models of professional learning to empower teacher leadership through using the meta-model of professional learning.

Enhancing the student experience through sustainable Communities of Practice

Introduction: The switch to online off-campus teaching for universities worldwide due to COVID-19 will transform into more sustainable and predictable delivery models where virtual and local student contact will continue to be combined. Institutions must do more to replace the full student experience and benefits of learners and educators being together. Methods: Our centre has been delivering distance blended and online learning for more than 40 years and has over 4000 alumni across five continents. Our students and alumni come from varied healthcare disciplines and are at different stages of their career as educators and practitioners. Whilst studying on the programme students work together flexibly in randomly arranged peer groups designed to allow the establishment of Communities of Practice (CoP) through the use of online Discussion Boards. Results: We found Discussion Boards encouraged reflection on learning, sharing of ideas with peers and tutors, reduce anxiety, support progression, and enable benchmarking. This led to a highly effective student sense of belonging to each other, our educators, and the wider University, with many highlighting an excellent student experience and maintaining a thriving CoP within the alumni body. Conclusion: Despite being based on one large postgraduate programme in medical education, our CoP approach is relevant to any undergraduate programme, particularly those that lead to professional qualification. With our mix of nationalities, we can ‘model the way’ for enabling strong CoP’s to share ideas about best practice with a strong student and alumni network which can be shared across the international healthcare community.

Laboring in Journalism’s Crowded, Precarious Entryway: Perceptions of Journalism Interns

ABSTRACT The both glamourous and precarious figure of the intern has become iconic in popular culture over the past 15 years. However, little academic research has explored interns and internships. Even fewer studies have examined internships as a form of labor in journalism (rather than as a component of journalism education), and none is based primarily on the voices of journalism interns themselves. To help fill this gap, this study explores how aspiring news workers today experience and respond to internship labor. The findings show that journalism interns face long, unpredictable work hours, rely on family support and side jobs to “afford” internships and use private resources to support their news production during internships. Their experiences often include a lack of mentorship and training, regardless of whether the internship is pursued as part of a journalism curriculum or independently. It is argued that concepts by critical communication scholars such as hope labor and aspirational labor—rather than the community of practice approach often used in research on journalism education—capture the work experiences of journalism interns in this study. Finally, a modification of the recently developed space of journalistic work model is proposed to account for interns’ growing importance to as well as precarious position in contemporary news production.

Disaster risk reduction education that enhances the proactive attitudes of learners: A bridge between knowledge and behavior

Research on disaster risk reduction education (hereafter, DRR education) focuses on educational acts that take place between instructors and learners. Current research principally analyzes the knowledge and skills transmitted from instructors to learners, with the expectation that instructors teach learners knowledge and skills so that learners can engage proactively in DRR-related activities and respond appropriately to an actual disaster. However, previous studies have pointed out that increased knowledge and skills do not necessarily lead to behavioral changes in learners. Based on a literature review, the current study discusses why proactive attitudes are not fostered by current DRR education, which is underpinned by three approaches: (1) active instructor/passive learner approach, (2) knowledge-transmission approach, and (3) short-term knowledge evaluation approach. These three approaches, collectively termed the “transmission paradigm,” inhibits the fostering of a proactive attitude. Hence, this study proposes a new “proactive attitude paradigm” which consists of the (1) instructor/learner fusion approach, (2) participation in a community of practice approach, and (3) long-term commitment evaluation approach. The proactive attitude paradigm suggested in this study has been applied to a teacher training project in Nepal in which teachers developed a proactive attitude toward continuous DRR education. Further practical study of DRR education aimed at closing the gap between knowledge and behavior through adoption of the proactive attitude paradigm will be the focus of future research.

Resident-based learning model for sustainable resident participation in municipal solid waste management program

BACKGROUND AND OBJECTIVES: Encouraging resident participation in the Municipal Solid Waste Management system still becomes a challenge for cities in developing countries. Previous studies showed that existing education strategies ineffective and insufficient to change resident behavior sustainably. Therefore, this study aimed to develop a resident-based learning model to encourage sustainable resident participation in waste management programs at the household level using the Community of Practice approach. METHODS: This study was a conceptual model study using a case study as the research strategy. The case being analyzed was Kawasan Bebas Sampah (Zero Waste Area) program implemented in Bandung City, Indonesia. The primary data was collected through field observation on the 8 Kawasan bebas sampah and in-depth interviews with 63 key informants comprising 31 key actors in the educational programs and 32 informants as resident representatives, conducted from January 2020 – November 2020. Additional data from the quantitative method was gathered in April 2021, focusing on surveying resident’s habits toward waste management as evidence of the program result. The respondents were 490 residents, chosen using the purposive-random sampling method. FINDING: The findings showed that the education strategy implemented in Bandung City, Indonesia presented effective results, based on waste reduction rate reaching up to 0, 47% at the city level from 2019 to 2020. The survey provided evidence that the education program has succeeded in forming new habits for residents. Averagely 60% of respondents in each sample area have the habits and up to > 90% for the areas with more durable education program. Some critical points for education strategy implementations are identified. First, collaboration and supports from key stakeholders such as facilitators, local leaders, and educators become the enabler of the program. Second, key stakeholders need to identify knowledge and value needs before the program started. Third, the learning activities are conditioned to facilitate practice-based and dialogue-based learning through group and non-group learning activities. Fourth, local cadres are vital to sustaining the education program. CONCLUSION: This study has succeeded in giving a new strategic approach to improve resident participation in municipal solid waste management. The resident-based learning model proposed in this study offered a more effective strategy for other cities in developing countries to improve the sustainable participation of residents in their waste management system. However, some adjustments may be required for residents with different characteristics. Future studies may focus on testing and refining the model to improve its applicability.