Sustainability Analysis of the Jeonbuk Future School Model

This study explores the sustainability of future-oriented school innovation models, focusing on the case of the “Jeonbuk Future School”. By academically identifying the paradox where the ‘cultural virtuous cycle’ occurring within schools conflicts with the ‘structural vicious cycle’ of the external system, this research focuses on deriving key variables that determine overall sustainability. Analysis was conducted using a multidimensional framework “Philosophy, Execution, Culture, Results, Expansion” applied to various qualitative data. The findings reveal that the core driver of innovation is a ‘cyclical collaborative system’ fostering growth between teachers and students. Trust-based leadership and a culture of lesson-sharing leads to innovative curricular execution, reinforcing student growth and community trust. The derived student ‘growth narratives’ serve as powerful qualitative evidence validating policy effectiveness and granting institutional legitimacy for model expansion across the public education system. However, these advancements face challenges from a governance-level contradiction between field autonomy and bureaucratic controls, characterized by excessive workloads and rigid administrative support. To ensure sustainability, this study suggests establishing a flexible support system that guarantees teacher autonomy and shifting the evaluation paradigm to recognize process-oriented qualitative outcomes.