Presenting the Paradigm of Regenerative Educational Leadership in the Higher Education System of Iran

Abstract

The purpose of this study was to formulate the paradigm of Regenerative Educational Leadership, explain the transition from sustainable management to regenerative learning ecosystems in Iranian higher education, and develop an indigenous model for educational transformation. This qualitative study employed an innovative “Qualitative Scissors” methodology integrating meta-synthesis, grounded theory, and thematic analysis. The meta-synthesis stage reviewed and synthesized findings from 72 international studies published between 2020 and 2026. In the grounded theory phase, semi-structured interviews were conducted with 28 higher education experts selected through purposive and snowball sampling. Thematic analysis was subsequently used to integrate and validate the final model. The findings identified five major antecedents of regenerative educational leadership: crisis of meaning and burnout, university–society disconnection, inefficiency of traditional leadership paradigms, Generation Z’s demand for transformation, and climate-related pressures. Six core dimensions emerged: leadership as an ecosystem gardener, regeneration of human and social capital, systemic foresight and intergenerational responsibility, the university as a living laboratory, meaning-making and identity formation, and participatory network governance. The model was associated with four major outcomes: regeneration of trust and social capital, human flourishing, institutional resilience, and the revitalization of indigenous wisdom and national identity. The proposed paradigm offers a comprehensive framework for transforming higher education by replacing mechanistic management approaches with ecosystem-oriented leadership. The model promotes meaningful learning, stakeholder participation, resilience, and long-term regenerative development within universities.