How can educational innovations become sustainable? A review of the empirical literature

R. Prenger, A.P.M. Tappel*, C.L. Poortman, K. Schildkamp

*Corresponding author for this work

Research output: Contribution to journalReview articleAcademicpeer-review

1 Citation (Scopus)
37 Downloads (Pure)

Abstract

In literature there is a great variety in the definitions and identified critical features of sustainability of educational innovations. The aim of this review is to provide an overview of the entire range of factors influencing the sustainability and its core aspects. A systematic review was performed in which electronic databases were searched for peer reviewed articles, published between 2002 and 2017. Based on results of 44 publications, the following definition could be constructed: “Sustainability refers to the process of integrating the intervention's core aspects in organizational routines, which are adaptive to ongoing work, with maintenance or continuation of improved results.” We found four main factors influencing sustainability of educational innovations: school organizational, innovation, individual, and context characteristics. The empirical-based model developed in this review should be validated in practice to create transparency and focus in sustainability research.
Original languageEnglish
Article number970715
Number of pages19
JournalFrontiers in Education
Volume7
Early online date16 Aug 2022
DOIs
Publication statusPublished - 16 Aug 2022

Fingerprint

Dive into the research topics of 'How can educational innovations become sustainable? A review of the empirical literature'. Together they form a unique fingerprint.

Cite this