Ecosystems and professional capital – a lens and a lever for equitable education

Purpose This paper considers whether concepts of educational ecosystems can be used to better understand how professional capital operates within interacting and interrelated organizations and policies in different national systems and influence the effectiveness of educational systems in promoting educational equity. The paper offers analytical insights to inform policies and practices seeking to promote equitable and high-quality education while also contributing to related theory. The ideas in the paper are intended to both contribute to the conceptual discussion on educational ecological frameworks and associated analytical tools. Design/methodology/approach The paper combines descriptive and analytical approaches and draws on five different contexts – United States, Denmark, Scotland, Greece, and Bahrain - to examine how professional capital can help promote educational equity within educational ecosystems at school, municipal, and national levels. Findings The five national examples offer insights at school, municipal, and system-level perspectives to illustrate how ecosystem conditions can shape and be shaped by professional capital. They show how professional capital can be seen as promoting the flow of ‘energy’ within these various levels. The different cases also highlight the factors that support or hinder this process and equitable outcomes. The insights highlight the value of an ecosystem lens for understanding complex systems and advancing educational equity. Originality/value The paper demonstrates the value of adopting an ecosystems perspective to better understand complex educational systems. This perspective is helpful for informing policies and practices that seek to promote equitable education. The paper also contributes to the theory of professional capital as a key factor in advancing equitable, inclusive, and high-quality education.