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In this VUCA (“volatility,
uncertainty, complexity and

ambiguity”) world, we expect

the stakeholders in our
ecosystem to be adaptable,

agile, and interconnected, yet

the structures we provide, are

rigid and disconnected.

Albeit that our learning system

sits into a broader system of educational departments, culture, and policy, it

is incumbent on us, to re-think our learning ecosystem. Ultimately, we
need to re-engineer our environment and not wait for a trickle-down

change. Teaching for the Future (2018) confirms this sentiment and

highlights that government intervention leads to a trickle-down effect that

results in “superficial compliance”.

Although I made recommendations that focussed on the use of technology,

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we need to apply systems thinking to develop a full solution. Technology
forms but one part, as Gurumurthy (2015) explains that we instead need

ICT for education. ICT must be framed within a structured approach with

professional development for teachers, appropriate support, and

pedagogical mapping, which includes thinking skills and inquiry-based

learning ( United Nations Children’s Fund, 2013).

Analysis

Often, we view the components of an organisation as separate, however

education systems are non-linear and therefore, complex ( Prince, 2020).

Each component, however, is multidisciplinary and interconnected.

3 VUCA is a term used by the US Army to describe the world context after the demise of the Cold War (Lawrence, 2013)
4 “… the ability to discover structural causes of behavior.” (EdcAst Team. 2019)
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