Abstract
High school students today face an educational landscape defined by volatility, uncertainty, complexity, and ambiguity (VUCA), shaped by both technical and societal challenges. This mixed-methods study explored how high school social studies teachers perceive Evidence-Based Practices (EBPs), how these practices align with Culturally Relevant Pedagogy (CRP), and how together they influence student preparation for the 6Cs—Critical Thinking, Communication, Collaboration, Creativity, Connectivity, and Culture—skills essential for thriving in VUCA environments. Guided by Adaptive Leadership Theory (ALT) and informed by CRP, Self-Efficacy Theory, Cognitive Development Theory, and Inquiry-Based Learning, the study employed both statistical and qualitative analyses to examine how teacher beliefs shape culturally responsive instruction, student readiness, and policy directions for equitable, evidence-based teaching. Survey and qualitative data were triangulated using ATLAS.ti 2025. Findings revealed a strong positive relationship between EBPs and student readiness (r = .682, p < .001), with CRP functioning as a partial mediator (ACME = 0.254, p = .004). Ten emergent themes, including differentiated instruction, real-world application, and reflective practice, highlighted the value of culturally responsive instruction in equipping students to address complex challenges. Grounded in Adaptive Leadership Theory and Policy Entrepreneurship, the findings show that aligning stakeholders, fostering readiness, and scaling innovation advance equitable teaching and learning across education, public administration, and other fields requiring inclusive, adaptive leadership.Keywords: Culturally Relevant Pedagogy, Culturally Relevant Teaching, Evidence Based Practices, 6Cs, Adaptive Leadership Theory, Policy Entrepreneurship.