Eka Jeladze, Kai Pata
pp. 61 – 77, download
(https://doi.org/10.55612/s-5002-039-003)
Abstract
To explain how the innovative changes are maintained in digitally enhanced schools this paper proposes the model of self-organization. We examined the school as complex system focusing systemically at digital components in it. The data were collected from 447 schools in 13 European countries in 2017, using SELFIE instrument that measures schools’ digital maturity. Empirical data were used for assessing the goodness of the model and explaining self-organization patterns in different learning ecosystem types. K-Means cluster analysis identified 4 types of schools. In each cluster the regression analysis was conducted to develop the path model between digital components. The findings demonstrated that the proposed model could explain holistically the self-organization in learning ecosystems. The model identified different types of learning ecosystems based on how the innovative changes were maintained in schools: i) organizational learning-driven; ii) digital infrastructure-centered, iii) Mediating loop-centered schools, iv) digital teaching strategies-centered.
Keywords: school, self-organization, system thinking, digitally enhanced learning ecosystem, digital innovations.