Aim/Purpose: This study aims to present and evaluate a hybrid framework that was designed to bridge formal and informal learning contexts in secondary education. It addresses the ongoing challenge of effectively integrating social technologies into pedagogical practice to promote digital competence, social interaction, and critical thinking. Background: Despite the potential of social technologies to enhance learning, many systems lack cohesive pedagogical grounding. Thus, this study responds to that gap by proposing an integrated social learning hub grounded in social constructivism, connectivism, and communities of practice. Methodology: Conducted with a cohort of 72 sixteen-year-old students, the research employed a mixed-methods design, combining quantitative data from social learning hub interactions and questionnaires alongside qualitative insights from the teacher interview. Contribution: The study contributes an empirically tested framework that unites technological, social, and pedagogical dimensions within a single environment, demonstrating how learning design, combined with the social functionality of technology, can enhance both engagement and digital skills development. Findings: The findings indicate that the framework had a positive impact on student engagement, promoting social learning and digital socialization, yet reveal challenges, including limited incentives and adaptation difficulties. Recommendations for Practitioners: Educators should integrate social learning hubs (structured yet flexible) into curricula that combine intentional learning goals with authentic peer interaction. Providing continuous guidance and clear incentives can strengthen the learning experience and, consequently, learning outcomes. For this purpose, teacher training is vital for bridging formal and informal contexts and promoting open, collaborative, and stimulating learning environments. Recommendation for Researchers: Future studies should explore the longitudinal effects of social learning hubs on digital competencies, incorporating samples of diverse educational levels and advanced metrics to validate the framework across different contexts. Impact on Society: By promoting independent, collaborative, and open learning behaviors through the combination of formal and informal learning contexts, the proposed framework supports the cultivation of digitally literate and socially responsible citizens, aligning with Area 2 of the European DigComp Framework. Future Research: Longitudinal research tracking long-term digital competency gains, comparative analyses across cultures, and scalability tests of the hub in varied educational settings are recommended to refine the hub’s adaptive components, with a focus on how it may foster a deeper pedagogical transformation in formal educational systems.
Georgopoulou et al. (Thu,) studied this question.