Synopsis
Transformative Inquiry: Integrating Action Research and Systems Thinking explores how two dynamic methodologies―action research and systems thinking―can be combined to address complex challenges in education, healthcare, organizational leadership, and public policy. Grounded in participatory, iterative processes, both approaches emphasize collaboration, reflection, and systemic improvement. Together, they provide a flexible yet rigorous framework for change.
This edited volume brings together scholars and practitioners to examine the historical foundations, theoretical intersections, and applied integration of action research and systems thinking. Chapters include conceptual models and case studies drawn from K–12 schools, higher education, health professions education, digital learning environments, and leadership development. Contributors demonstrate how these frameworks support root-cause analysis, stakeholder engagement, and adaptive interventions that move beyond surface-level solutions.
Each chapter illustrates how reflective cycles of inquiry, when combined with systems thinking tools such as feedback loops and mental models, can uncover persistent barriers and guide meaningful, context-sensitive change. Topics include digital equity, culturally responsive pedagogy, instructional redesign, performance improvement, and professional learning.
Transformative Inquiry will be of interest to scholars, educators, researchers, and practitioners seeking tools for leading improvement in complex systems. It supports graduate and doctoral-level courses in research methods, systems change, and leadership, as well as professional learning in schools, universities, and organizations.
About the Authors
Dr. M. Elizabeth Azukas is an Associate Professor of Professional and Secondary Education and Instructional Design Technology at East Stroudsburg University of Pennsylvania. She holds an Ed.D. in Leadership and Innovation from Arizona State University and has held diverse leadership roles in education, including instructional supervisor, principal, curriculum director, and assistant superintendent.
Her research focuses on systems thinking, change leadership, digital and virtual leadership, online and blended learning, and the use of simulations and AI to enhance teaching and leadership preparation. She has led educational redesigns and innovation efforts across K-12 and higher education contexts, including international collaborations with schools and ministries of education.
Dr. Azukas is co-chair of the team developing national digital leadership standards as part of the National Standards for Quality (NSQ) initiative―a partnership between the Digital Learning Collaborative, Quality Matters, and the Virtual Learning Leadership Alliance. She is also contributing to shaping the national research agenda for K–12 online learning in collaboration with the Digital Learning Collaborative. She is the co-creator of the DOT Framework for AI-enhanced learning, and her current work explores how artificial intelligence can support more equitable, personalized, and sustainable education systems.
Suha R. Tamim is a Clinical Associate Professor in the Curriculum Studies program at the Department of Leadership, Learning Design, and Inquiry at the University of South Carolina. She holds a Doctor of Education from the University of Memphis and a Master of Public Health from the American University of Beirut. In her present role, she advises students on the Dissertation in Practice and collaborates with faculty on the continuous improvement of the program. Her publications are focused on systems thinking and the design of learning environments. She is an active member of the Association for Educational Communications and Technology and the Carnegie Project on the Education Doctorate, currently serving as co-editor in chief for Impacting Education: Journal of Transforming Professional Practice.
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