Abstract
The article presents a systematic review and meta-analytic synthesis of research on Professional Learning Communities (PLCs) conducted between 2010 and 2025. The relevance of the study is determined by the growing role of collaborative forms of professional development in the context of educational modernization. The aim of the study is to identify the main research directions on PLCs, assess their methodological quality, and determine the evidence-based effects of professional communities on teaching practice.
The methodological framework was based on the PRISMA 2020 protocol. Following a search in Scopus and Web of Science (n = 484), and after duplicate removal and multi-stage screening, 65 studies were included in the final analysis. The methods applied included descriptive bibliometric analysis, thematic coding, and quality appraisal of research design using the Mixed Methods Appraisal Tool (MMAT).
The findings demonstrate a steady increase in publications after 2015, the predominance of qualitative and mixed-method designs, and a positive impact of PLCs on teachers’ reflective practice, self-efficacy, and collaborative culture. The scientific novelty of the study lies in the integration of PRISMA 2020, bibliometric analysis, and MMAT within educational research. The practical significance is reflected in the application of the findings to the design of post-course professional support programs.