SCIENTIFIC CULTURE AS A TRANSFORMATION STRATEGY IN EDUCATIONAL MANAGEMENT

Abstract

Modern educational management faces the imperative challenge of achieving deep transformation amidst a global environment characterized by volatility, uncertainty, and structural complexity—factors exacerbated by constant disruptive events. The primary objective of this article is to analyze scientific culture as a cross-cutting transformation strategy for contemporary educational management, grounded in an exhaustive and critical review of high-impact theories and scientific publications. Methodologically, the research is framed within the interpretive paradigm with a qualitative approach and the use of the hermeneutic method, allowing for a dialogical synthesis of the state of the art and the construction of a robust theoretical framework for institutional decision-making. Through documentary analysis, it was determined that integrating complexity theory into the managerial sphere facilitates the implementation of an institutional scientific culture based on the principles of recursiveness, self-organization, and adaptability. These elements enable educational institutions to transcend traditional mechanistic models and adopt organic and resilient structures. The findings highlight the necessary convergence between computational thinking, semiotics, and educational change management to respond to the demands of the knowledge society. It is concluded that it is essential to foster horizontal governance oriented toward the creation and democratization of knowledge, ethically incorporating emerging technologies and artificial intelligence into pedagogical and institutional processes to ensure comprehensive and sustainable training in the face of 21st-century challenges