FROM SCHOOLS TO LEARNING HUBS: REWRITING THE GRAMMAR OF SCHOOLING THROUGH DIGITAL LITERACY AND NETWORKED LEARNING ECOSYSTEMS

Abstract

This scoping review examines scholarly literature on learning hubs, future schooling models, digital literacy, and networked learning ecosystems to identify emerging directions in contemporary education. Guided by the Arksey and O’Malley framework and reported using the PRISMA-ScR guidelines, the review systematically maps evidence from studies published between 2015 and 2025. Sources were retrieved from Scopus, Web of Science, and ERIC databases to ensure comprehensive interdisciplinary coverage. A total of 547 records were identified, with 450 screened after duplicate removal. Following full-text assessment, 58 studies were included in the final synthesis. Thematic analysis revealed five key themes. Learning hubs are emerging as flexible, learner-centred alternatives to traditional schooling, emphasizing personalization and accessibility. Digital literacy has become a foundational competency encompassing critical thinking, information evaluation, digital citizenship, and AI literacy. Industry and community partnerships increasingly support experiential and work-integrated learning. Networked learning ecosystems are reshaping education through connected and hybrid learning beyond institutional boundaries. Key challenges include the digital divide, policy constraints, teacher readiness, and equity issues. The study proposes a Learning Hub Ecosystem Model integrating government, schools, universities, industry, communities, technology platforms, and learners. The review concludes that the traditional grammar of schooling is being reshaped by digital transformation and ecosystem-based learning, offering pathways toward more flexible, inclusive, and future-ready education systems.