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Abstract
This article explores the intricate interplay between crisis management and cultural transformation in the context of the Greek educational system, with a particular emphasis on the impact of systemic crises—including economic downturns, social unrest, and public health emergencies (e.g., the COVID-19 pandemic). These multifaceted crises have not only exacerbated pre-existing structural weaknesses within Greek schools but have also acted as catalysts for a broader re-evaluation of prevailing educational paradigms.
Through a critical review of empirical research, government policy documents, and case studies, the paper highlights how crisis conditions reveal the limitations of centralized educational governance and underscore the urgent need for more adaptive, resilient, and inclusive educational practices. The analysis supports the argument that sustainable educational reform in Greece hinges on a cultural shift within schools—one that promotes decentralized decision-making, teacher agency, student voice, and active community participation.
In proposing a paradigm shift in school culture, the article draws attention to innovative practices in school leadership, collaborative pedagogies, and crisis-informed educational planning. Ultimately, it calls for a reimagining of the Greek school as a dynamic, participatory, and socially responsive institution capable of withstanding and adapting to future crises.
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