Abstract
This paper examines the role of arts‑based learning within a community of practice (CoP) of adult educators from my perspective as an insider practitioner‑researcher and a member of the CoP. Drawing on the concept of visual culture learning communities I explore how arts-based practices can be sustained within the constraints of increasingly standardised education systems. Using an interpretivist approach, I examine adult education tutors’ experiences of participating in an Arts-Based Learning CoP. My findings show that engaging in a CoP enhances the well-being and professional growth of tutors, with transformative potential for both educators and their students. I acknowledge the limitations of the research, including insider-outsider dynamics within the CoP and I consider the possibility that visual arts may not resonate equally with all learners. Nonetheless, the findings highlight the potential of arts‑based approaches to strengthen relational, reflective, and supportive professional communities in adult education.