Purpose This paper introduces the KINoS framework—an integrated theoretical model that positions knowledge creation, knowledge diffusion, and social capital as interdependent mechanisms for sustaining educational change. It responds to the need for a more dynamic and networked understanding of change, highlighting the critical role of professional collaboration, trust, and shared meaning in enabling change that is not only initiated, but embedded and sustained. Design/methodology/approach This conceptual paper synthesizes three complementary strands of literature: the SECI model of knowledge creation (Nonaka and Takeuchi, 1995), diffusion of innovation theory (Rogers, 2003), and social capital theory (e.g. Lin, 2009; Nahapiet and Ghoshal, 1998; Putnam, 2000). Together, they offer a relational and knowledge-based view of sustainable educational change, emphasizing the importance of professional capital and community. Findings The KINoS framework conceptualizes educational change as a non-linear, social learning process. It highlights how bonding, bridging, and linking forms of social capital—and their structural, relational, and cognitive dimensions—create the social conditions under which knowledge is co-constructed, negotiated, and shared across professional communities. Together, these processes support educational change that is sustained in length (over time), breadth (across people and places), and depth (in beliefs and routines). Originality/value The KINoS framework offers a new lens to understand how professional relationships and knowledge dynamics interact to shape lasting educational change. It contributes to the field by offering theoretically grounded and practical insights for educators, leaders, and researchers seeking to build the professional capital and collaborative conditions necessary for meaningful, scalable, and sustainable change.
Boom-Muilenburg et al. (Fri,) studied this question.