Objective:
This study proposes the original "Capability Maturity Model for Inclusive Education Systems (CMM-IES)" to evaluate the capacity of educational systems to embrace diversity. Focusing on British Columbia (BC), Canada, the research analyzes the impact of diversity-oriented policies within the educational system using systems thinking and ArchiMate, a business architecture modeling language. The aim is to identify structural challenges and explore an ideal future vision for inclusive education.

Analytical Framework:
To assess the maturity of diversity acceptance in education, the study defines evaluation indicators based on inclusiveness, the availability of alternative education, respect for cultural diversity, and institutional adaptability. These indicators form the basis of the CMM-IES model, inspired by the structure of CMMI, and provide a five-level framework for evaluating educational system maturity.

Methodology:
Using AI-assisted data collection, the study compares educational systems in Canada, the United States, Japan, and South Korea based on the defined indicators. Subsequently, a structural analysis of BC’s educational system is conducted using ArchiMate, visualizing the impact of each indicator and proposing targeted solutions for improvement.

Results:
The CMM-IES model was validated through comparative analysis using real-world data, demonstrating its applicability in evaluating diversity acceptance in education.
The ArchiMate-based structural analysis of BC’s educational system revealed specific challenges across the evaluation dimensions and provided actionable recommendations.

Significance:
This research introduces a novel approach to visualizing and analyzing diversity acceptance in education through systems thinking. It also pioneers the application of enterprise architecture in educational studies, offering a meaningful interdisciplinary contribution that integrates technology and educational reform.

Future Challenges:
Future research should explore the influence of digital technologies on educational diversity and incorporate ethical maturity in AI utilization into the evaluation framework.

Keywords: Inclusive Education, Systems Thinking, Educational System Maturity Assessment, ArchiMate, CMMI Model, Educational Diversity, Educational Policy Analysis, British Columbia (BC).