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This paper aims to explore global research on individuals’ awareness and behaviours related to the Circular Economy, aiming to deepen the understanding of how people engage with and contribute to CE practices.

Using a systematic literature review (SLR), this study methodically collects, codifies, analyses, synthesizes and interprets existing literature and research on Circular Economy. This approach aims for a comprehensive understanding of current global perspectives and practices.

The analysis reveals an increasing trend in empirical research focusing on Circular Economy strategies. This paper has identified 22 key strategies linked to public awareness and behaviours towards Circular Economy, noting that purchasing recycled products is the most commonly observed behaviour. The findings highlight the growing importance and complexity of individual roles in the Circular Economy.

The study underscores the importance of consumer behaviour in advancing Circular Economy practices. This paper observes that despite the growth in Circular Economy research, there is still a notable gap in awareness and behaviour, even in developed countries. This is attributed to a lack of conceptual understanding, educational disparities, resource limitations, a limited grasp of cost–benefit considerations and inadequate government support. The paper also explores regional and sector-specific variations in Circular Economy adoption, with insights from countries such as the USA, China, the UK, Germany, France and Norway.

This study underscores the importance of consumer behaviour in advancing Circular Economy practices. Despite the growth in Circular Economy research, there is still a notable gap in awareness and behaviour, even in developed countries. This is attributed to a lack of conceptual understanding, educational disparities, resource limitations, a limited grasp of cost–benefit considerations and inadequate government support. The paper also explores regional and sector-specific variations in Circular Economy adoption, with insights from countries such as the USA, China, the UK, Germany, France and Norway.

This research underscores the impact of demographic and sociocultural factors, including age, education, social norms and attitudes, on Circular Economy engagement. It identifies potential research areas, including examining cultural influences on social and personal norms related to circular behaviours. Ultimately, the study emphasizes the need for a coordinated, cross-sectoral effort to facilitate a sustainable transition to a Circular Economy, addressing barriers and fostering awareness and behaviours conducive to circular practices.

This study acknowledges challenges affecting the maturity of Circular Economy practices, including a lack of comprehension, educational disparities, resource constraints and limited government support. It also underscores the impact of social and cultural factors on Circular Economy engagement. It suggests promising avenues for future research, providing valuable insights into the state of Circular Economy practices and offering a roadmap for advancing global sustainability initiatives.

Professional learning networks (PLNs) involve teachers’ collaboration with others outside of their school to improve teaching and learning. PLNs can facilitate teachers’ professional growth and school improvement. This study aims to explore the drivers for participation within PLNs, the enactment process and the impact of PLN participation on teachers, students and schools in Greece.

A descriptive phenomenological study was conducted to explore the lived experience of primary school teachers participating in PLNs.

The findings showed that individuals who were open to change were driving innovation to address a need or a lack in their daily practice that was not satisfied within their usual community of practice. The key element of the participation was peer collaboration with openness of communication without attendant accountability pressures. The change was mainly identified in teacher skills and the school climate. An individual could bring change only if the school is already open to change. In some cases, resistance to change in schools was identified before enactment or during enactment. The transformation of teachers’ and leaders’ stances is discussed, enabling the opportunity to maximise school improvement.

The study examines PLNs as European Union-funded initiatives that are developed by teachers in centralised education systems under the phenomenological research paradigm. It explores the PLNs in a different setting compared to the existing conceptual theory of change for PLNs.