System thinking and complexity: A comparative case study of Karenni teacher professional development systems

This comparative case study examines two Karenni teacher professional development (TPD) systems operating under conditions of chronic disruption: the Karenni Education Department (KnED) managing education in two temporary shelters in Thailand, and the Seh Theh Foundation (STF) supporting teachers in conflict-affected areas of Myanmar's Karenni State. The research aims to understand how these TPD systems operate, whether they exhibit characteristics of complex adaptive systems, and how they can be more effectively supported. The study applies systems thinking and complexity theory as analytical frameworks, viewing TPD not as fixed interventions but as dynamic, interconnected networks shaped by local contexts and feedback pathways. Fieldwork was conducted between August and December 2024, drawing on evidence from 23 key informant interviews and focus group discussions involving 52 total participants (27 in Thailand and 25 in Myanmar). The study found that both TPD systems demonstrate characteristics of being "designed for disruption," allowing them to continue operating despite severe constraints. KnED's system in Thailand combines centralized pre-term training with decentralized in-term coaching, creating tight feedback loops that enable responsiveness, while STF's more dispersed system in Myanmar operates with greater autonomy at local levels due to geographic and conflict-related barriers. The research recommends strengthening these systems through collaborative professionalism (peer-driven learning communities) and endogenous systems leadership (distributed decision-making across local, middle, and central levels).

Recommended Citation:

Rinehart, G., Layi Chan, M., and Tyrosvoutis, G. (2025). Systems Thinking and Complexity: Comparative Insights into Karenni Teacher Professional Development Systems. TeacherFOCUS Education Consulting.