Design and validation of a multi-skills school model with a strategic agility approach in junior high schools
Keywords:
Multi-skills school, strategic agility, junior high schoolAbstract
This study aimed to design and validate a multi-skill school model with a strategic agility approach in lower secondary education. A qualitative methodology based on grounded theory using Strauss and Corbin's (1998) systematic approach was applied. The design phase involved 19 experts selected via snowball sampling from university faculty and educational planners. For the validation phase, 22 experienced school principals and teachers from Golestan Province were chosen through purposive sampling. The Delphi method was employed in three rounds, and data analysis was performed through open, axial, and selective coding using SPSS software. Instrument reliability (Cronbach’s alpha = 0.84) and content validity were confirmed by expert review. The proposed model includes 11 core categories and 25 subcategories organized into six main dimensions of the paradigmatic model: causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies, and outcomes. Key components included the need to develop agile and multi-skilled students, use of educational technologies, and improvement of academic and professional performance. The validation results confirmed the relevance and importance of the identified components based on expert consensus. The strategic agility-based multi-skill school model promotes students’ multiple competencies, self-directed learning, adaptability to change, and enhanced academic and career outcomes. This model can serve as a valuable framework for educational reform in secondary schools and is recommended for integration into national education strategies.
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