Purpose The aim of this paper is to explore how communities of practice (CoPs) support research learning among undergraduate and postgraduate students. It seeks to understand the role of these collaborative networks in enhancing students’ research skills, knowledge-sharing, and problem-solving abilities. Design/methodology/approach Research is vital in higher education, fostering knowledge, collaboration, and personal growth. Communities of practice (CoPs) are recognized for enhancing collaborative learning and research, particularly in design research and development (R&D). However, limited research explores how CoPs support research learning across different academic levels, such as undergraduates and postgraduates. This study aims to examine how CoPs promote research skill development, knowledge-sharing, and problem-solving among students of varying expertise. Using a concurrent mixed-methods approach, data were collected from a WhatsApp group and semi-structured interviews with seven participants—four undergraduates and three postgraduates. Quantitative analysis was conducted through social network analysis, while thematic analysis was used for qualitative data. This study shows that CoPs provide peer mentorship, promote collaboration, and create a supportive learning environment. Undergraduates offered practical assistance, while postgraduates provided advanced guidance and leadership. Challenges such as scheduling conflicts were managed through flexible coordination and peer support. It suggests that educators should encourage the use of CoPs to enhance research learning across academic levels. By fostering collaboration and leadership within CoPs, students can benefit from shared knowledge, mentorship, and improved academic performance. Findings This study highlights the important role that communities of practice (CoPs) play in fostering collaborative research learning among students. By creating spaces where undergraduate and postgraduate students can share ideas, provide feedback, and solve problems together, CoPs help students improve their research skills and knowledge. The study shows that students benefit not only academically but also in developing teamwork and leadership skills. The support they receive from each other, both in formal and informal settings, makes the research process smoother and more productive. This collaborative approach also helps students stay motivated and meet deadlines, even when faced with challenges like time constraints and the complexity of research tasks. Research limitations/implications The study involves only seven participants (four undergraduates and three postgraduates), which limits the generalizability of the findings. While the purposive sampling approach ensures relevance, the small sample size may not capture the diversity of experiences and challenges faced by students in different contexts or disciplines. Practical implications The study highlights the importance of fostering Communities of Practice (CoPs) to enhance collaborative research learning. Educators should encourage CoPs by providing structured opportunities for formal and informal interactions, such as group projects, peer mentoring, and workshops. Institutions can support CoPs by offering resources like meeting spaces, online platforms, and funding for student-led initiatives. Emphasizing leadership development within CoPs can improve group coordination and progress. Addressing challenges like scheduling conflicts and time constraints through flexible timelines and reduced workloads can sustain engagement. CoPs can significantly enhance research skills, academic performance, and professional growth, benefiting students across academic levels. Social implications The study higlights the social benefits of Communities of Practice (CoPs) in fostering collaboration, mentorship, and mutual support among students. CoPs create inclusive environments where undergraduates and postgraduates build strong interpersonal relationships, reducing isolation and promoting teamwork. By encouraging knowledge-sharing and problem-solving, CoPs strengthen social bonds and cultivate a sense of belonging. These communities also enhance students’ communication, leadership, and networking skills, preparing them for collaborative roles in professional and academic settings. Furthermore, CoPs bridge gaps between diverse academic levels, fostering a culture of shared responsibility and collective growth, which can positively influence broader educational and social ecosystems. Originality/value This study offers original insights into how Communities of Practice (CoPs) facilitate collaborative research learning across academic levels, specifically integrating undergraduates and postgraduates. Unlike prior research that often focuses on single academic groups or disciplines, this study highlights the complementary roles of students with varying expertise, showcasing how practical and advanced contributions enhance collective outcomes. By employing a mixed-methods approach, it provides a nuanced understanding of CoPs’ dynamics, including leadership emergence, knowledge-sharing, and problem-solving. The findings contribute valuable recommendations for educators and institutions, emphasizing CoPs as a scalable and impactful framework for improving research education and fostering academic collaboration.
Mailizar et al. (Thu,) studied this question.