SCHOOL ADMINISTRATION OF CULTURAL LEARNING ECOLOGY BASED ON THE CONCEPT OF SCHOOL AS LEARNING COMMUNITIES (SLC)

Abstract

        The main focus of this academic article was to present a critical perspective on the School Administration of Cultural Learning Ecology through the inclusion of the concept of School as Learning Communities (SLC). Additionally, the contexts of the community were significantly influenced by learning and development (L&D), which were engaged with a set of learning ecology both physically and virtually. Therefore, a community culture contributed a significant role in the context of locality. A learning ecology paradigm that applied a mobilization of cultural practice that has been relieved of coordinating by internal and external school members. In overall, the findings indicated that the integration of Cultural Learning Ecology into the school administration and the concept of School as learning communities (SLC) revealed fundamental inferences, including: 1. School settings,  2. Sustainability and integration, 3. Internal and external school members’ networking, and      4. Relationship of community’s people. Towards a making of beneficial outcomes of learning ecology such as; 1. A guideline of learning and development (L&D) for learning ecology based on cultural spaces, 2. A community culture administration toward elevation of local wisdom in learning process, and 3. A realization of local wisdom and partaking of people in community and learning opened-spaces.