In my other post, I said that I’m concerned because we use the word “transformation” merely as jargon. I received a lot of positive feedback, and I want to continue this conversation.

In today’s landscape, where the word “transformation” is often used as a mantra for innovation—especially in the field of education—it is crucial to ask: Who are these changes really intended for? Are we heading toward an educational revolution, or are we merely deluding ourselves with a transformation that never comes, never arrives?

If we say we’re transforming something, but then deliver something very similar—just with different colors and outlines—doesn’t that truly devalue the word “transform”? In this article, we’ll explore these nuances by analyzing who the true recipients and beneficiaries are, and what risks and opportunities are involved in this process.

Who is leading the transformation?

It is common for proposals for change in the field of education to be designed in a top-down manner, with a few imposing improvements on many, without considering diverse opinions or the views of those directly involved in the process: teachers and students. Often, these changes are pushed forward, but do they truly meet the needs of those inside the classroom?

We want any changes to educational processes to be designed with the students’ best interests in mind, prioritizing their learning experiences and their holistic development. However, we must not forget that teachers also need to be taken into account in this process. Transforming education without training and supporting educators is a recipe for failure. True transformation must involve all stakeholders in the educational system, ensuring that changes are inclusive and participatory.

Transformation: Values, Practices, or Structures?

Finally, perhaps the most important question: what exactly are we transforming education into? When we speak of transformation, are we referring to a change in values, practices, or structures? There is a significant difference between these dimensions, and each one requires distinct approaches and solutions.

Some proposals for transformation focus on the incorporation of technologies, such as the use of digital platforms, artificial intelligence, and distance learning. Others aim for methodological changes, such as project-based learning, competency-based learning, or hybrid education.

However, these changes alone may not have the desired impact if they are not accompanied by a reevaluation of the values that underpin the educational system.

Transformation vs. Improvement: What's the Difference?

An important distinction to make is that transformation is not synonymous with improvement. Transformations can lead to either progress or regression, depending on how they are carried out. Therefore, before embarking on any educational transformation initiative, it is essential to consider whether that change will truly bring about improvements. Simply changing something in the educational system does not guarantee that it will become more efficient or more equitable.

Change is only justified when it truly aims to transform (alter the nature of) what already exists or to correct deep-seated flaws in the system. And to do that, we need to be clear about the problems we want to solve and the consequences of our actions.

Not every change is positive, and not every status quo is bad. Sometimes, what the educational system needs are incremental improvements that, little by little, build a more solid and resilient foundation.

The Old “Fear of the New”

However, I need to admit my own shortcomings here. As teachers, it’s natural for us to feel a certain apprehension toward new developments and innovations, since they challenge our established practices and take us out of our comfort zone.

Familiarity with traditional methods gives us a sense of security, and the idea of change can seem intimidating. However, we live in a time of rapid change, where technology and new pedagogical approaches are redefining the educational landscape.

To this day, we cling to physical books (nothing against them—I love them!), but we forget how much their production impacts the environment. Even with the option of e-books (which are more economical and sustainable), we cling to the “smell of paper” and mask our simple fear of change.

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When a school decides to implement the use of tablets to access interactive educational materials and complete online activities, students may feel overwhelmed and hesitant to adopt the new technology. The fear of not mastering the tool, of encountering technical problems during class, or of losing control of the class may lead them to resist the change.

By trying to keep up with the wave of change, teachers may miss the opportunity to enrich their lessons with multimedia resources, to personalize learning to meet students' individual needs, and to prepare students for an increasingly digital world.

Furthermore, by failing to engage with innovations, this fellow teacher of mine may miss out on developing new skills that are increasingly valued in the field of education, thereby limiting their own professional growth and their ability to inspire their students to embrace technology in a critical and creative way.

To prepare our students for an uncertain and dynamic future, we need to be open to these changes by adopting a mindset of continuous learning and adaptability. By embracing innovation, we not only enrich our teaching repertoire, but also inspire our students to be curious, critical, and resilient in the face of the changes they will encounter throughout their lives.

Conscious transformation is what we strive for!

Transforming education is a complex and multifaceted task. We must not be swayed solely by the idea that automated tools will bring about improvements. Instead, we need to ask fundamental questions: What are we transforming for? For whom? And into what? The answers to these questions should guide our actions, ensuring that any transformation is carried out in a conscious, responsible, and inclusive manner.

True educational transformation is not one that merely changes the form, but one that transforms the essence of the teaching and learning process. It is a transformation that places the student at the center, respects and values the role of teachers, and seeks to build an education system that is more equitable and relevant to the challenges of today’s world.

Ultimately, educational transformation must be a collective journey, in which everyone involved has a voice and plays an active role. Only in this way can we ensure that the changes are sustainable and truly beneficial to society as a whole. Let’s work together to rethink and rebuild the education we want for the future!

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