Evaluation of the conceptual model of organizational metamorphosis with an environmental adaptation approach to education

Abstract

Educational systems today face complex challenges arising from globalization, technological change, and dynamic community needs. Addressing such challenges requires organizational metamorphosis that enables adaptation, resilience, and forward-looking strategies. The present study aimed to evaluate a conceptual model of organizational metamorphosis with an environmental adaptation approach in the education system of Shiraz. A quantitative descriptive–survey method was employed. The statistical population consisted of teachers from the Shiraz Ministry of Education, and 250 participants were selected through multi-stage cluster sampling. Data were collected using a researcher-made questionnaire with verified validity and reliability (Cronbach’s alpha > 0.70). For data analysis, Confirmatory Factor Analysis (CFA), Partial Least Squares Structural Equation Modeling (PLS-SEM), and related tests such as Kaiser–Meyer–Olkin (KMO) and Bartlett’s test were applied. The findings indicated that the proposed model demonstrated an acceptable fit and comprised four dimensions: strategic human resources management, quality assurance of the teaching–learning process, digital metamorphosis, and organizational metamorphosis. Teacher empowerment, curriculum reform, digitalization, and transformative leadership emerged as the most influential components. In conclusion, the model provides a practical framework for educational policymakers and managers to design transformation strategies, enhance adaptability to environmental dynamics, and improve the quality of education. Future studies are recommended to test the model across diverse contexts and to examine its long-term impact.