This study explores the comprehensive analysis and restructuring needs of secondary education systems facing changes in the contemporary educational environment, aiming to overcome the limitations of the labor-centered educational model and propose multidimensional approaches for the transition to a knowledge-based society. The research adopted a qualitative methodology based on a literature review, with Charles Leadbeater's ‘Mapping Education Innovation’ model as its analytical framework. This framework categorizes educational innovation into two directions (formal/informal learning, sustaining/disruptive innovation) and four types (improve, supplement, reinvent, and transform). The research procedures analyzed secondary education issues from the 1950s-70s to the post-2010s, applied the three-axis model of Japan's Ministry of Education, and compared the OECD Education 2030 and UNESCO Education 2050 reports. Five key innovation tasks emerged: a fundamental paradigm shift to learner-centered education; curriculum reorganization emphasizing collaborative problem-solving; competency-based approaches for future adaptability; the implementation of educational equity to bridge digital divides; and sustainability-oriented systems promoting environmental responsibility and social justice. The study confirms the necessity for comprehensive systems that contribute to public value creation through social bonds rather than a focus on individual academic performance.
Min-Jeong Han (Thu,) studied this question.