Design adaptive, reflexive structures at macro, meso and micro levels for a continuously learning education system¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (1 review, 1 theoretical), q1–q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The chapter concludes that the education system itself must be capable of continuous learning and that 'adaptive, reflexive structures must be designed at all levels of the education system'. At macro level this means adaptive governance combining strategic orientation with flexible control instruments and institutional feedback; at meso level sustainable cooperation structures, interoperable infrastructures and a culture of shared learning; at micro level technologies supporting professional pedagogical practice and individualised, collaborative learning.

Design Implications¶

Context¶

Requirements¶

• Iterative, interdisciplinary, and cooperative approaches across all levels of the education system

Constraints¶

• The chapter warns that transformation processes must not place a burden on disadvantaged target groups and that change and consistency must be balanced

Target Learners¶

• learners across all education sectors
• teachers and educational staff
• education administrators and policy makers

Target Learning Goals¶

• building future skills and enabling individualised and collaborative learning

Claims¶

• Digital transformation permeates all levels of the education system as an interdependent structure [+W] (why structures are needed at every level)
• An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. [+M]

Related Strategies¶

Examples¶

-

Key Sources¶

• Katia Tödt, Corinne Büching, and Bastian Granas. (2026). Digital Education and Innovation: Objectives and Conceptual Classification of the Volume. In Digital Education and Innovation. https://doi.org/10.1007/978-3-032-26816-7_1