خلاصة:
The present era is an era of continuous and rapid transformations and changes in various domains of human life. These transformations also have consequences in education. To harmonize with these changes and face the challenges arising from them, the educational system requires innovation and change. In this regard, research, studies, and projects are being carried out, all of which are striving to find methods and solutions for reforming the learning environment and improving the performance of the educational system. What has mainly attracted the attention of specialists and even policymakers is mostly focused on the technical adaptation of innovations to modern knowledge. In other words, efforts are spent ensuring that methods and solutions are technically and scientifically correctly designed and formulated so that they are as compatible as possible with the needs and issues of the educational system. This endeavor is very valuable in its own right, but it is not everything. What has remained neglected and has received less attention is the social adaptation of innovations; that is, how innovative designs are established within the body of the educational system and how they reach the school and the classroom. In other words, the successful diffusion and dissemination of innovations within the body of the educational system is an important issue that must be solved. This issue is at a higher level than the technical adaptation of innovation. Accordingly, it has been more or less ignored in our educational system so far. Examining the evolutionary course of Iran's new education system shows that the social adaptation of innovations in the reconstruction and reform of this system has not been as much of a focus, and instead, innovations have mostly been imposed on the body of the educational system through circular and mandatory methods. It is as if innovation is a piece of a mechanical device that is easily replaced with a worn-out part. Therefore, in many cases, the success rate of innovation in entering the school, classroom, and the teaching-learning process of students has been low and sometimes has faced failure. This is while experts admit that innovative designs are well-designed scientifically and technically, or efforts are made to design them such. This article, by addressing the important issue of the social adaptation of innovations, provides a model for the diffusion of innovation in the educational system. This model, which is a "demand-driven" model[1], while paying attention to the social conditions of innovation dissemination and providing criteria and conditions for their implementation in schools, bases the foundation of accepting and implementing innovation on group decision-making in the school, which includes the following stages: - Innovation production - Modification and adaptation - Dissemination and information sharing - Acceptance, creating readiness, and demand - Reviewing school demand - Supporting schools requesting innovation implementation - Feedback and modification
ملخص الجهاز:
By addressing the important issue of the social adaptation of innovations, this article provides a model for the dissemination of innovation in the educational system.
This model, which is a "demand-driven" model[1], while paying attention to the social conditions of disseminating innovations and providing criteria and conditions for their implementation in schools, bases the foundation of accepting and implementing innovation on group decision-making in the school, which includes the following stages: - Innovation production - Modification and adaptation - Dissemination and information sharing - Acceptance, creating readiness, and demand - Reviewing school demand - Supporting schools requesting the implementation of innovation - Feedback and modification Keywords: Education, educational innovations, innovation dissemination, social adaptation of innovation, group decision-making, demand-driven model.
In this model, due to the lack of proper communication between the user (implementer) and the producer (decision-maker), the sociological and psychological considerations of dissemination, or more precisely, the implications of the social adaptation of innovation, are ignored.
In the following discussion, we introduce a model for the dissemination of innovations based on which, without the existence of the aforementioned issues and problems, innovations can be disseminated with a high penetration coefficient in the body of the educational system, and their results and value can be observed.
Another point that must be considered at this stage is the preparation and formulation of "conditions and requirements for implementing innovation" as one of the important factors in the social adaptation of innovation in the school, which can also be called a criterion of compromise.
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