Educational scholarship increasingly supports this shift in thinking. Systems theorists have long argued that organizations cannot sustainably adapt through isolated interventions because outcomes emerge from interactions among structures, relationships, beliefs, and feedback mechanisms. Complexity scholars similarly argue that educational systems behave less like machines and more like living ecosystems characterized by emergence, unpredictability, and interdependence. If this is true, then leadership alone is insufficient. Schools must become adaptive institutions. This broader rethinking aligns with international calls to view education not as a mechanism for preserving existing systems but as a social project requiring renewed institutional imagination, human solidarity, and collective responsibility in shaping future societies. This article proposes Future-Ready School Architecture as a conceptual model for understanding educational transformation.