This special issue, published in December 2023 and edited by Phil Poekert and Fiona King (2023), emanates from a symposium sponsored by the journal and hosted at Dublin City University in June 2022, the latest in a series of biannual symposia. The issue comprises 17 papers and an afterword, and it showcases contributions from authors representing 12 countries across 4 continents, ranging from Italy and Qatar to China and New Zealand. These contributions include a conceptual meta-model developed by the editors (King et al, 2023), exploring the constructs of Context, Experience, and Outcomes (CEO) as a framework applicable at individual, school, and systems levels. The editors reflect that all research on professional learning and development, including contributions in the special issue, explores the interaction among contextual influences, experiences of teachers and leaders, and outcomes of professional learning on students, educators, schools, and systems. All papers in the special issue also acknowledge the increasing complexities within the implementation of professional learning. Drawing inspiration from Bogotch's (2021) call for shared awareness and actionable plans to achieve socially just schools in another special issue, the issue aims to advance the field from acknowledging complexity to offering actionable guidance on operationalizing complexity in both research and practice. Collectively, the papers make four key points about the nature of leadership for professional learning. Firstly, they emphasize leadership as a shared practice, transcending traditional roles and positions. Secondly, the leadership of professional learning goes beyond mere management. Thirdly, a deep understanding of complex networks of influence is crucial for effective translation of professional learning into teaching experiences. Finally, they research approaches aiming to optimize the impact of professional learning on student outcomes while ensuring equity in education. A selection of papers in the special issue focus on conceptual and practical tools for navigating complexity. Examples include a conceptual framework for understanding the role of agency in professional learning, insights into how accomplished teachers navigate challenges, and the importance of fostering a culture that values enquiry as a way of facilitating meaningful professional learning. The remaining papers showcase examples and illustrations of navigating complexity in professional learning practice and research. From headteachers navigating the pandemic to collaborative inquiry models supporting teacher professional learning, these real-world cases offer insights into advancing professional learning approaches and addressing complex challenges in education. Together, these papers contribute to ongoing dialogue on navigating uncertainty in education, fostering hope for the future.

Ira Bogotch (2021) Afterword: inserting social justice into professional development, Professional Development in Education, 47:1, 191-196, DOI: 10.1080/19415257.2020.1848490 Philip Poekert & Fiona King (2023) Leading professional learning to navigate complexity, Professional Development in Education, 49:6, 953-957, DOI: 10.1080/19415257.2023.2277572 Fiona King, Philip Poekert & Takeshia Pierre (2023) A pragmatic meta-model to navigate complexity in teachers’ professional Learning, Professional Development in Education, 49:6, 958-977, DOI: 10.1080/19415257.2023.2248478