Transformacja w edukacji: wyzwania logistyczne, emocjonalne i kulturowe w zarządzaniu zmianą
Transformation in education: logistical, emotional, and cultural challenges in managing change

Summary/Abstract: Research objectives and hypothesis/research questions This article aims to attempt to select models of change to be used in the process of introducing transforma- tion in the education system. The use of the models presented may contribute to supporting educational institutions in transforming the learning environment to better meet the needs of stakeholders. Research methods Analysis of the literature on the subject and internet research. Main results As a result of the analysis of the literature and the Internet query, the researchers believe that each of the proposed change models can be adapted to the needs and specificity of the education system. The authors emphasize that effective change management requires a systemic approach based on coopera- tion, trust and long-term thinking. They argue that change should be a continuous process leading to the construction of an innovative educational culture, rather than a one-time intervention. Implications for theory and practice The authors believe that one of the conditions for good change management in education could be the development of key competences in the area of managing change processes in people responsible for changes in education. In the future, attention should be paid to ensuring that implemented changes in the education system are well thought out, based on solidly conducted analyses, properly communicated and introduced in a gradual manner with the participation of all interested parties. The researchers believe that only comprehensive and conscious change management can increase the effectiveness of educational reforms, minimize resistance, avoid chaos and reduce the social costs of transformation.

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