Implications of Complexity Theory for the Components and Core Elements of Technical and Vocational Schools from the Perspective of the Fundamental Transformation Document of Education and Its Subsystems

Abstract

The primary objective of this study is to examine the implications of complexity theory for educational leadership in technical and vocational schools. To achieve this goal, the present research has been conducted using a qualitative approach and a descriptive-analytical method. Based on documents related to complexity theory, technical and vocational schools, and their core elements, this study analyzes their strengths and weaknesses within this framework. The key components of complexity theory include nonlinearity, emergence, feedback loops, disequilibrium, self-organization, adaptability, holism, and the butterfly effect. Schools, including technical and vocational schools, based on the Fundamental Transformation Document of Education and its subsystems, consist of seven essential elements: students, teachers, content, teaching-learning, evaluation, learning environment, and school administrators. The findings of this study indicate that several characteristics of complexity theory are present in the aforementioned seven elements. According to complexity theory, the core components of a complex environment, such as schools and technical and vocational institutions, should align with complex features to prepare individuals for coping with changes and living in a highly challenging and dynamic world. A school or vocational institution built on the principles of complexity theory emphasizes key principles such as emergence, self-organization, feedback, multiple interactions, and reciprocal relationships. These characteristics transform educational ecosystems into learning communities where learners develop the necessary skills to adapt and manage themselves in response to challenges arising from change, complexity, and uncertainty.