Constructing school identity in Türkiye: a grounded theory of dyno-holarchic ecosystems

Educational institutions in Türkiye are undergoing significant structural changes in response to digital transformation, reshaping pedagogy, identity and community relations. Despite these developments, limited research examines how such dynamics redefine school identity. This study investigates school identity and proposes an integrated model of dynamic socio-technical ecosystems. Using a grounded theory (GT) design based on qualitative data, the study draws on semi-structured interviews with 8 academics across different universities, 12 school principals, 12 teachers and 12 students across six schools. The findings indicate the need to balance digital integration with stakeholders’ social and psychological well-being to sustain school identity in rapidly evolving educational environments. The proposed Dyno-Holarchic School Model offers a socio-technical reconceptualisation of school identity and makes a theoretically grounded contribution to the literature. The study suggests directions for designing resilient, inclusive and future-ready schools while offering practical implications for policymakers and practitioners.