Visibility of eTwinning Projects Group July 2026 Newsletter
However, digital communities also face challenges related to maintaining active participation, ensuring the quality of information, managing large amounts of shared content and balancing informal with formal learning processes. Despite these challenges, eTwinning Greece represents a successful example of teacher-driven educational networking.
Limitations and Future Research This study has several limitations. First, the analysis is based on descriptive information about the community and does not include automated quantitative analysis of Facebook posts, reactions or interaction patterns. Second, membership numbers do not necessarily represent active participation, since some members may follow the community without contributing. Future research could include a systematic analysis of posts over time, surveys investigating members’ perceptions, social network analysis of interactions and comparisons with other educational Facebook communities.
Such studies could provide deeper understanding of how online teacher communities influence professional learning.
Conclusions The eTwinning Greece Facebook Community constitutes an important example of a teacher-led Professional Learning Network. Established in 2012 by educators and supporters of eTwinning, it has evolved into a large digital community supporting thousands of Greek teachers. With 18,333 registered members and 706 visitors, the community provides a
valuable environment for communication, collaboration, professional development and dissemination of educational innovation. Its development demonstrates that teachers are not only recipients of educational change but also creators of collaborative learning ecosystems. Digital communities such as eTwinning Greece contribute significantly to the transformation of professional learning in contemporary education.
Bibliography: * European Commission.( 2005). eTwinning: The community for schools in Europe. * Prestridge, S.( 2019). Categorising teachers’ use of social media for their professional learning. Teaching and Teacher Education, 80, 116 – 125. * Trust, T.( 2012). Professional learning networks designed for teacher learning. Educational Technology Research and Development, 60, 509 – 521. * Wenger, E.( 1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press. * Wenger, E., White, N., & Smith, J. D.( 2009). Digital Habitats: Stewarding Technology for Communities. CPsquare. * ΙΤΥΕ « Διόφαντος ».( 2025). eTwinning Greece: Η δράση eTwinning στην Ελλάδα.
Xanthi Chouliara holds a Degree in Primary Education, three Master’ s degrees, and a PhD in Renewable Energy Sources from Democritus University of Thrace. She is Regional Supervisor of Primary and Secondary Education in the Ionian Islands, an IEP expert, certified ICT Trainer, eTwinning trainer and international mentor( NYAS), and reviewer for Teaching and Teacher Education( Elsevier). Her educational contributions have received UNESCO, eTwinning, and Innovation Awards. She has served as an eTwinning Ambassador and NSS member.
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