Learning Ecosystem Theory and Inquiry: Toward a New Paradigm for 21st Century Educational Transformation

This paper examines the ongoing educational transformation in Japan, specifically the shift from teacher-centered to learner-centered education, termed "School Shift." Drawing on UNESCO and OECD concepts of learning ecosystems (UNESCO, 2015; OECD, 2019), this study proposes a theoretical framework that integrates perspective-taking, thinking, and inquiry in a spiral relationship. The research identifies key challenges in current inquiry-based learning practices, particularly superficial dialogue that fails to promote deep learning (Bell et al., 2010; Hmelo-Silver et al., 2007). To address these limitations, this paper introduces a multi-dimensional thinking framework consisting of depth, breadth, relationships, and temporality as a cognitive navigator for meaningful inquiry. The study emphasizes the critical role of questioning in facilitating deep learning (Newmann et al., 1995; Thomas, 2000) and presents practical strategies (i.e., 20 questions)for implementing effective inquiry-based education. The author suggests that the integration of perspective transformation, structured thinking processes, and strategic questioning can significantly enhance the quality of educational outcomes in 21st-century learning environments.