The inefficacy of traditional and hierarchical models in educational organizations, rooted in the inherent phenomenon of antisymmetry, necessitates a fundamental reconceptualization. These vertical structures lose their utility when confronting wicked problems in education. This study aimed to design an Equivalence Decision-Making Model based on mathematical concepts to overcome this structural imbalance, employing an exploratory sequential mixed-methods approach (QUAL → QUAN). In the qualitative phase, through thematic analysis of 18 semi-structured interviews with experts, the core components of equivalence were extracted. In the quantitative phase, the designed model was validated via the Delphi technique with 24 specialists (Kendall's coefficient of concordance > 0.8). Findings revealed that the strategic equivalence model rests on three logical conditions of an equivalence relation: Reflexivity (ensuring self-consistency and internal stability of the administration, school, and home), 2 Symmetry (establishing complete balance in bilateral influence as the counter-logic to antisymmetry) , and 3 Transitivity (achieving strategic continuity and systematic diffusion of decisions across the headquarters, line, and family chain). The highest frequency (34.3%) was attributed to the components of the Symmetry condition, evidencing the core structural void in traditional power relations. By replacing vertical thinking with functional equivalence, this model provides a framework for assessing decision sustainability and bridges the theory-practice gap. As a practical implication, educational managers should replace unilateral mandate systems with a Triangular Equivalence Structure (balanced interaction of administration, school, and home).