In this chapter, developing PLNs is argued as a strategic engine for sustainable educational innovation and change. The argument builds on four core mechanisms and three interrelated outcomes, positioned within a dynamic systems perspective. First, PLNs activate organizational learning, encouraging teachers, teams, and schools to continually reflect on and adapt their practices, patterns, and cultural routines. This mechanism emphasizes the power of informal learning processes such as feedback-seeking, help, and collaborative problem-solving. Second, PLNs approach evidence-informed practice as a contextualized learning process, rather than as the implementation of research findings or individual data literacy, bridging the knowing-doing gap. Boundary crossing as a mechanism connects people, intentions, evidence, and goals across organizational and hierarchical levels. Finally, collaborative sensemaking allows for shared mental models and supports mutual understanding, coherence, reflexivity, and openness. As psychologically safe learning environments, PLNs help teachers navigate complexity, allowing them to collaboratively process ambiguity, share concerns, and experiment without fear. Together, these mechanisms enable a change process characterized by what we defined as three critical dimensions of sustainable change: length or durability, breadth or scalability, and depth or transformative impact. By tying together these learning-centered and system-responsive elements, this chapter highlights how the development of PLNs can serve as a powerful educational change strategy that enhances capacity-building, professional agency, and sustainable innovation and change with the ultimate aim of providing high-quality, fair education for all students.