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Volume 7, Issue 2 (2026)
J Clinic Care Skill 2026, 7(2): 1001-1009 |
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Received: 2026/02/16 | Accepted: 2026/03/29 | Published: 2026/04/21
Received: 2026/02/16 | Accepted: 2026/03/29 | Published: 2026/04/21
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Zeidani A, Sahami Gilan M, Mohtashami J. Strategic Planning and Development in Education: A Systematic Review. J Clinic Care Skill 2026; 7 (2) :1001-1009
URL: http://jccs.yums.ac.ir/article-1-514-en.html
URL: http://jccs.yums.ac.ir/article-1-514-en.html
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Abstract (8 Views)
Background and Objective: In response to environmental challenges and structural pressures on educational organizations, this study aimed to synthesize scientific evidence regarding strategic planning frameworks, functional outcomes, and key implementation challenges within schools and universities globally from 2007 to 2026.
Methods: A rapid systematic review was conducted adhering to the PRISMA guidelines. An extensive literature search was performed across international and regional databases, including Google Scholar, ERIC, PubMed, and Magiran, targeting original research articles published in English and Persian. The methodological quality of the 8 final eligible studies was evaluated using the Mixed Methods Appraisal Tool (MMAT), and the extracted data were synthesized narratively.
Results: The findings indicated that leadership and strategic planning share a significant positive correlation with quality management and organizational performance. Structured, participatory models (such as Hoshin Planning and the P-D-E-A-R model) demonstrated high efficacy (up to 94.96%) in driving innovation and staff commitment. However, robust evidence highlighted the phenomenon of organizational "decoupling," particularly within higher education institutions; approximately 45.6% of institutions adopted strategic goals (such as sustainability) purely symbolically to secure external legitimacy while maintaining a bureaucratic approach in practice. Furthermore, resource misallocation and rigid top-down structures were more pronounced challenges in developing nations.
Conclusion: The efficacy of strategic planning in education does not inherently depend on the chosen model, but rather necessitates a transition from symbolic, top-down mandates toward participatory leadership and bidirectional dialogue. This shift is crucial to align macro-level objectives with everyday educational realities and staff motivation.
Methods: A rapid systematic review was conducted adhering to the PRISMA guidelines. An extensive literature search was performed across international and regional databases, including Google Scholar, ERIC, PubMed, and Magiran, targeting original research articles published in English and Persian. The methodological quality of the 8 final eligible studies was evaluated using the Mixed Methods Appraisal Tool (MMAT), and the extracted data were synthesized narratively.
Results: The findings indicated that leadership and strategic planning share a significant positive correlation with quality management and organizational performance. Structured, participatory models (such as Hoshin Planning and the P-D-E-A-R model) demonstrated high efficacy (up to 94.96%) in driving innovation and staff commitment. However, robust evidence highlighted the phenomenon of organizational "decoupling," particularly within higher education institutions; approximately 45.6% of institutions adopted strategic goals (such as sustainability) purely symbolically to secure external legitimacy while maintaining a bureaucratic approach in practice. Furthermore, resource misallocation and rigid top-down structures were more pronounced challenges in developing nations.
Conclusion: The efficacy of strategic planning in education does not inherently depend on the chosen model, but rather necessitates a transition from symbolic, top-down mandates toward participatory leadership and bidirectional dialogue. This shift is crucial to align macro-level objectives with everyday educational realities and staff motivation.