The paper's rationale is based on the premises that participation in virtual learning communities (VLC) can have many advantages for the students including: permanent access to information, high educational performance and increased creativity and also better developed professional identity (North and Kumta, 2014; Boulay and van Raalte, 2013) but only if they are integrated into a comprehensive knowledge management model, at the level of university. By using the technique of comprehensive interviews and the study of the literature, in the context of using Edmodo platform, and with the main aim of identifying new ways of integrating virtual learning communities into wider knowledge management model, the paper analyzes two such models that have the potential of to optimize students' professional identities. The most important contribution of the study is the conclusion that universities have a critical need to integrate more virtual learning communities in the educational activity and they need adequate tools to navigate in the increasingly more connected global society (Nistor, et al, 2013, McConnell et al, 2012. This need can be fulfilled by using modern educational strategies such as eMentorship and eInternship.

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This paper explores the relationship between using virtual learning communities in initial education process and the development of students' professional identity, by examining the most recent contributions in this field and by proposing a new strategy of knowledge management, at university level, that harness the virtual learning environment's potential, based on mobile learning models. In addition to that, the paper proposes a strategy for empowering higher education institutions to use VLCs in order to improve primary school teachers' professional identity highlighting especially the requirements, curriculum and evaluation of such a strategy, focusing on the existing best practices on international level.

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