教育創新需要典範的轉移，本文從組織發展的演進反思，探究教育組織的類型、營運模式與決策方式，並導向建構「學習生態系統」的教育創新，透過以學習者為中心，肯認生命多樣化的學習方式，整合社會資源，串連不同學習環境，重新配置教育資源，幫助和支持學習者認識自己，理解與發展自己的天賦才能，回應社區與社會，將傳統封閉的教育系統轉向開放與多元，以使教育能夠更好地促進個體與群體的全面發展，共創理想的社會。本文以美國匹茲堡的重塑學習（remake learning）和臺灣的貍想教育創新學院為例，探究學習生態系統的構建與實踐，以導向更加有機的教育創新。

Educational innovation calls for a paradigm shift. This study reflects on the evolution of organizational development to examine types of educational organizations, operational models, and decision-making methods, aiming to introduce the “educational learning ecosystem” framework. This approach centers on the learner, recognizing diverse pathways for lifelong learning, integrating social resources, connecting varied learning environments, and reallocating educational resources. The goal is to support learners in self discovery and talent development, fostering responsiveness to both community and societal needs. Such an approach transforms traditionally closed educational systems into open and inclusive ones, facilitating the holistic development of individuals and communities to create a more ideal society. Through case studies on Remake Learning in Pittsburgh, USA, and the Beavers Educational Innovation Academy in Taiwan, this paper explores the construction and practice of learning ecosystems, highlighting the pathway toward more organic educational innovation.