Paradigm Shifts in Education: An Ecological Analysis

doi:10.16382/j.cnki.1000-5560.2025.03.002

Abstract

Abstract:

The purpose of this article is to analyze educational changes, in particular transformational changes, and suggest a new approach to shifting the paradigm in education using an ecological conceptual framework. Paradigm shift can happen in schools, but it cannot be imposed by systems, and systems typically are unable to propose transformational changes. Such changes should happen within schools, but not affecting the entire school. Thus a “school within a school” approach is proposed with some examples. The small change could affect entire systems from the perspective of panachy theory. This article brings a fresh perspective on making the much needed transformational changes possible in schools. AI partnership, personalized learning, student autonomy and self-determination, self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students. But implementing these would demand a paradigm shift in schools. Schools are the most resilient social entities, but they are also the easiest to change organizations. For over 200 years, the essence of schooling has not changed, but there have been significant changes in curriculum, textbooks, testing, and pedagogy. Today, we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence. It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes.

Key words: AI in education, curriculum change, educational reforms, student autonomy and self-determination, innovation of education, ecology

Yong Zhao, Ruojun Zhong. Paradigm Shifts in Education: An Ecological Analysis[J]. Journal of East China Normal University(Educationa, 2025, 43(3): 12-23.

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