Identificando os elementos-chave do ecossistema educacional: uma revisão sistemática de literatura
DOI:
https://doi.org/10.20952/revtee.v18i37.22740Palavras-chave:
Ecossistema Educacional, Governança Acadêmica, Inovação Pedagógica, Desigualdade Educacional, SustentabilidadeResumo
Esta pesquisa, baseada em revisão sistemática com 135 estudos empíricos e no protocolo PRISMA, analisou os principais fatores que influenciam o ecossistema educacional. Os resultados revelaram que a literatura se concentra majoritariamente no ambiente interno das instituições, destacando governança, infraestrutura, inclusão, bem-estar, metodologias ativas e formação docente como elementos centrais. Entre os fatores externos, regulação, financiamento e condições socioeconômicas aparecem como desafios e oportunidades. As desigualdades regionais seguem como barreiras à equidade, exigindo políticas mais alinhadas às realidades locais. A colaboração entre universidades, setor produtivo e governo é essencial para fortalecer a empregabilidade e aproximar conhecimento acadêmico das competências profissionais. Comunicação, colaboração e sustentabilidade surgem como dimensões transversais que moldam o ecossistema. A pesquisa reforça a necessidade de estratégias institucionais que equilibrem tradição e inovação, assegurando a relevância das instituições de ensino em um cenário educacional dinâmico e em transformação.
Downloads
Referências
Alam, A., & Mohanty, A. (2024). Integrated constructive robotics in education (ICRE) model: A paradigmatic framework for transformative learning in educational ecosystem. Cogent Education, 11(1), 2324487. https://doi.org/10.1080/2331186X.2024.2324487
Amini, N., Sefri, Y., Chakli, A., Mahiri, F., Aassoul, A., & Radid, M. (2023). University Changes in the 4.0 Educational Era: A Study into Moroccan Students’ Interests. Journal of Curriculum and Teaching, 12(3), 100. https://doi.org/10.5430/jct.v12n3p100
Bardin, L. (2016). Análise de Conteúdo (L. A. Reto & A. Pinheiro, Trans.; 1a edição). Edições 70.
Blair, A. (2024). Distributed liderazgo: The making of spaces and leadership structures for a multilingual school ecology. International Journal of Multilingualism, 1–16. https://doi.org/10.1080/14790718.2024.2340750
Boned, P., Gubern, E., Quintana, E., & Esteban-Guitart, M. (2024). El diseño de proyectos educativos en contextos comunitarios. Un estudio de caso en Celrà (Cataluña, España). Revista CS, 44, a13. https://doi.org/10.18046/recs.i44.13
Boned Ribas, P., Iglesias Vidal, E., Sierralta Covarrubias, A., & Esteban-Guitart, M. (2024). Building a socio-educational ecosystem from the community funds of knowledge and identity approach. An illustrative example in Catalonia, Spain. Acta Psychologica, 249, 104449. https://doi.org/10.1016/j.actpsy.2024.104449
Civís Zaragoza, M., & Díaz-Gibson, J. (2024). Exploring educational ecosystems: Insights from the implementation of SchoolWeavers tool in Catalonia. International Journal of Leadership in Education, 1–19. https://doi.org/10.1080/13603124.2024.2418605
Constantinides, M. (2023). Systemically oriented leadership: Leading multi-school organisations in England. Journal of Educational Change, 24(3), 525–547. https://doi.org/10.1007/s10833-022-09456-4
Dash, I., & Gupta, J. (2023). Exploring student psychological contract in the hybrid mode of business education: A mixed-method study. International Journal of Educational Management, 37(4), 768–786. https://doi.org/10.1108/IJEM-07-2022-0241
Diaz-Bazo, C. (2021). Una mirada al ecosistema de formación en tres programas doctorales en Perú. Revista mexicana de investigación educativa, 26(91), 1061–1086.
Efimova, G. Z. (2024). Involvement of Academic Staff in the Practice of Professional Development. Vysshee Obrazovanie v Rossii = Higher Education in Russia, 33(10), 36–59. https://doi.org/10.31992/0869-3617-2024-33-10-36-59
El Zaatari, W., & Ibrahim, A. (2021). What promotes adolescents’ sense of school belonging? Students and teachers’ convergent and divergent views. Cogent Education, 8(1), 1984628. https://doi.org/10.1080/2331186X.2021.1984628
Ennis, C. D., Ross, J., & Chen, A. (1992). The Role of Value Orientations in Curricular Decision Making: A Rationale for Teachers’ Goals and Expectations. Research Quarterly for Exercise and Sport, 63(1), 38–47. https://doi.org/10.1080/02701367.1992.10607555
Farooq, R. (2022). Knowledge management and performance: A bibliometric analysis based on Scopus and WOS data (1988–2021). Journal of Knowledge Management, 27(7), 1948–1991. https://doi.org/10.1108/JKM-06-2022-0443
Gabay-Mariani, L., & Boissin, J.-P. (2021). De qui parle-t-on lorsqu’on parle d’étudiant-entrepreneur ? Proposition d’une définition élargie à partir d’une exploration aux marges de l’écosystème éducatif entrepreneurial PÉPITE France. Revue internationale P.M.E.: Économie et gestion de la petite et moyenne entreprise, 34(3–4), 63. https://doi.org/10.7202/1084334ar
Grijalvo, M., Segura, A., & Núñez, Y. (2022). Computer-based business games in higher education: A proposal of a gamified learning framework. Technological Forecasting and Social Change, 178, 121597. https://doi.org/10.1016/j.techfore.2022.121597
Guerra-Reyes, F., Naranjo-Toro, M., Basantes-Andrade, A., Guerra-Davila, E., & Benavides-Piedra, A. (2023). COVID-19, Didactic Practices, and Representations Assumed by Preservice Teachers at Universidad Técnica del Norte-Ecuador. Sustainability, 15(6), Article 6. https://doi.org/10.3390/su15064770
Hosein, A., Balloo, K., Byrom, N., & Essau, C. A. (2023). The role of the university environment in shaping education and employment inequalities. Journal of Higher Education Policy and Management, 45(2), 223–242. https://doi.org/10.1080/1360080X.2023.2180170
Hrynevych, L. M., Morze, N. V., Vember, V. P., & Boiko, M. A. (2021). THE ROLE OF DIGITAL TECHNOLOGIES IN THE DEVELOPMENT OF THE STEM EDUCATION ECOSYSTEM. Information Technologies and Learning Tools, 83(3), 1–25. https://doi.org/10.33407/itlt.v83i3.4461
Husaini Zuhri, H., & Huda, M. (2024). Enhancing Educational Ecosystems: Implementing Peter Senge’s Learning Organization Model in Islamic Boarding Schools. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(2), 222–234. https://doi.org/10.31538/munaddhomah.v5i2.1030
Kashtanova, S. N., Kudryavtsev, V. A., & Krasnopevtseva, T. F. (2023). Culture of Inclusion in the Educational Ecosystem of a Modern University. Psychological Science and Education, 28(6), 33–44. https://doi.org/10.17759/pse.2023280603
Kicherova, M. N., & Efimova, G. Z. (2020). The Impact of Non-Formal Education on Human Capital: A Generational Approach. Integration of Education, 24(2), 316–338. https://doi.org/10.15507/1991-9468.099.024.202002.316-338
Kicherova, M. N., & Trifonova, I. S. (2024). EDUCATIONAL ECOSYSTEM DYSFUNCTIONS: NON-FORMAL EDUCATION RISKS IN EXPERT ASSESSMENTS. Bulletin of Tomsk State University. Philosophy. Sociology. Political Science, 81, Article 81. https://doi.org/10.17223/1998863Х/81/17
Koroleva, D., Khavenson, T., & Tomasova, D. (2023). Genesis and Predictive Ability of Ecosystem Approach in Education. Foresight and STI Governance, 17(4), 93–109. https://doi.org/10.17323/2500-2597.2023.4.93.109
Lahey, M. (2024). Information Architecture Strategies in the Classroom: How Do Increasingly Complex Digital Ecosystems in Higher Education Shape the Contours of Instructor-Student Communication? Teaching and Learning Inquiry, 12. https://doi.org/10.20343/teachlearninqu.12.18
Lakind, D., Becker, K. D., Chu, W., Boyd, M. R., & Chorpita, B. F. (2023). Navigators and Negotiators: An Ecologically Informed Qualitative Study of Providers’ Perspectives on Their Roles in School-Based Mental Health Services. School Mental Health, 15(3), 967–984. https://doi.org/10.1007/s12310-023-09599-6
Lightner, C. A., & Lightner-Laws, C. A. (2024). A new day in higher ed: HyFlex Universities. Interactive Learning Environments, 32(10), 7364–7381. https://doi.org/10.1080/10494820.2024.2312932
Moravec, J. W., & Martínez-Bravo, M. C. (2023). Global trends in disruptive technological change: Social and policy implications for education. On the Horizon: The International Journal of Learning Futures, 31(3/4), 147–173. https://doi.org/10.1108/OTH-02-2023-0007
Nkambule, B. I. (2023). The Perceived Heads of Departments’ Infusion of Ubuntu Values in Curriculum and Knowledge Sharing Leadership in Under-Resourced Public Schools. Journal of Curriculum Studies Research, 5(2), 186–205. https://doi.org/10.46303/jcsr.2023.26
Ogegbo, A. A., Ramnarain, U., & Krajcik, J. (2024). Factors predicting teachers’ implementation of inquiry-based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective. Journal of Research in Science Teaching, 61(9), 2069–2103. https://doi.org/10.1002/tea.21943
Ongaro, V., Fantin, M., & Alves Dos Santos, J. D. (2024). The perception of misinformation by young students from a Brazilian sociocultural context: Reflections and clues for media education. Observatorio (OBS*). https://doi.org/10.15847/obsOBS18520242435
Peist, E., McMahon, S. D., Davis‐Wright, J. O., & Keys, C. B. (2023). Understanding teacher‐directed violence and related turnover through a school climate framework. Psychology in the Schools, 61(1), 220–236. https://doi.org/10.1002/pits.23044
Regona, M., Yigitcanlar, T., Xia, B., & Li, R. Y. M. (2022). Opportunities and Adoption Challenges of AI in the Construction Industry: A PRISMA Review. Journal of Open Innovation: Technology, Market, and Complexity, 8(1), Article 1. https://doi.org/10.3390/joitmc8010045
Ripski, M. B., & Gregory, A. (2009). Unfair, Unsafe, and Unwelcome: Do High School Students’ Perceptions of Unfairness, Hostility, and Victimization in School Predict Engagement and Achievement? Journal of School Violence, 8(4), 355–375. https://doi.org/10.1080/15388220903132755
Shahzad, M. F., Xu, S., Lim, W. M., Yang, X., & Khan, Q. R. (2024). Artificial intelligence and social media on academic performance and mental well-being: Student perceptions of positive impact in the age of smart learning. Heliyon, 10(8), e29523. https://doi.org/10.1016/j.heliyon.2024.e29523
Uzorka, A., & Kalabuki, K. (2024). The transformative impact of technological advancements in educational leadership on student experiences and outcomes. Education and Information Technologies, 29(16), 20883–20904. https://doi.org/10.1007/s10639-024-12714-y
Velez, G., Mancheno, V., & López, S. (2024). Mapping Ecosystems: Building an Understanding of an Urban Network of Supports and Resources for Black and Latino/a Students. Urban Education, 00420859241244768. https://doi.org/10.1177/00420859241244768
Yin, Z., Jiang, X., & Tong, P. (2024). Why do they leave? University personnel system reforms in China and the impacts on academic staff turnover. Journal of Higher Education Policy and Management, 46(5), 463–483. https://doi.org/10.1080/1360080X.2024.2307738
Zhao, Y., & Frank, K. A. (2003). Factors Affecting Technology Uses in Schools: An Ecological Perspective. American Educational Research Journal, 40(4), 807–840. https://doi.org/10.3102/00028312040004807
Zinevich, O. V., & Melekhina, E. A. (2023). Higher Education for Global and Local Sustainable Development. Vysshee Obrazovanie v Rossii = Higher Education in Russia, 32(3), 84–102. https://doi.org/10.31992/0869-3617-2023-32-3-84-102
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Revista Tempos e Espaços em Educação
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.
