Presentation Session II

Research on Family–School Partnerships (FSPs) has evolved from parental involvement toward more relational and collaborative models, including engagement and partnership (Epstein, 1987; Goodall & Montgomery, 2014; Ishimaru, 2019; Mapp & Kuttner, 2013).

While these frameworks have significantly advanced the field, existing research has primarily focused on how parents support children’s learning, with limited attention to how parents themselves learn through these interactions.

This study addresses this gap by reconceptualizing parents as adult learners within FSPs. Using Transformative Learning Theory (Mezirow, 2000) as an interpretive lens, the study explores how parents in an International Baccalaureate (IB) primary school in Malaysia reflect on and potentially reconstruct their understanding of education.

Adopting a qualitative, case-based approach, the study examines parents’ meaning-making processes through interviews and contextual data. By focusing on parents’ learning, the study contributes to a deeper understanding of FSPs as relational and dynamic processes within culturally diverse educational settings.