As such, these learning strategies cover a broad area, which Dr. Khaerudin categorized as collaborative and independent Informal Teacher Learning (ITL). However, a critical question emerged: Can such informal learning initiatives replace the formal professional development (PD) program? Despite their significance, Dr. Khaerudin argued that ITL is not a substitute for formal professional development (PD), but rather a valuable complement to it.
“While many formal PD programs are rigid, overly broad, and one-size-fits-all, Informal Teacher Learning (ITL) is self-paced, responsive to needs, and tailored to each teacher’s environment,” Dr. Khaerudin said. “Informal learning fills the gap between training and practice, allowing educators to adapt quickly, explore new ideas, and reflect on what works.”
Hence, Dr. Khaerudin highlighted the significant implications of ITL, urging the stakeholders to integrate them into formal professional development frameworks, invest in adequate digital infrastructure, support teacher-led communities, and foster a learning culture for educators and learners alike. He also called for further research into how digital tools can be optimized for sustainable, high-quality learning.
He, though, warned that digital platforms are not absent from challenges. Issues such as misinformation and content overload can hinder the learning process, which in turn emphasizes the need for digital literacy and critical evaluation skills.
Dr. Khaerudin’s suggestions resonates deeply with UIII’s mission to foster educational advancement through cutting-edge research and technological innovation. By promoting adaptive, self-directed learning models and encouraging the use of emerging digital tools, his suggestions mirror UIII’s commitment to empowering educators and learners alike in navigating the evolving landscape of 21st-century education.