•  
  •  
 

Abstract

The perception of university teachers toward educational reforms plays an important role in determining the success of changes introduced in the education sector. This study focuses on teachers’ attitudes toward change, their emotional responses, and their overall views on educational reforms. Across the world, many educational reforms have failed to achieve their expected outcomes in improving teaching practices and student learning. As education systems are highly complex, the approach toward implementing reforms has also changed over time. Some reforms are introduced gradually, while others involve major innovations within the system. Complexity theory provides useful insights and tools that help educators better understand and manage these educational changes. This paper argues that education systems should be viewed as complex systems where the active involvement of stakeholders such as teachers, students, researchers, administrators, and policymakers is essential. By recognising and supporting the dynamic nature of education systems, reforms can become more effective and adaptable to the changing needs of the academic environment.

Download

Share

COinS