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Systems
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Systems Thinking in Education: Learning, Design and Technology
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Systems Thinking in Education: Learning, Design and Technology

A special issue of Systems (ISSN 2079-8954). This special issue belongs to the section "Systems Practice in Social Science".

Deadline for manuscript submissions: 30 June 2026 | Viewed by 4976

Special Issue Editor

Dr. Roger Hadgraft

E-Mail Website
Guest Editor
Faculty of Engineering & Information Technology, University of Technology Sydney, PO Box 123, Broadway, Ultimo, Sydney, NSW 2007, Australia
Interests: graduate outcomes; academic standards; project-based learning; problem-based learning; development of professional practice skills

Special Issue Information

Dear Colleagues,

Systems exist all around us, as atmospheric systems, ecosystems, health systems, telecommunication systems, and systems of law and order, among many more. Our education systems must educate and subsequently graduate students who possess an understanding of the intricate interplay of system behaviours in whatever occupation they choose to work. This Special Issue of Systems invites papers that explore challenges across educational fields, with a focus on learning systems concepts in professional contexts, the design of curricula to deliver those concepts, and supporting technology that enables us to manage the complex systems that underpin our society.

Some areas of focus include systems thinking, systems modelling, stakeholder engagement, systems engineering, emergence, feedback, causality, and the impact of artificial intelligence on systems applications across the professions.

Dr. Roger Hadgraft
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Systems is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • systems thinking
  • systems modelling
  • stakeholder engagement
  • systems engineering
  • emergence
  • feedback
  • causality
  • artificial intelligence

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Published Papers (5 papers)

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Research

19 pages, 479 KB  
Article
Educating for Complexity: A Learning Architecture for Systems Thinking in Professional Education and Generative AI Governance
by Liliana Pedraja-Rejas, Katherine Acosta-García, Emilio Rodríguez-Ponce and Camila Muñoz-Fritis
Systems 2026, 14(4), 403; https://doi.org/10.3390/systems14040403 - 7 Apr 2026
Viewed by 391
Abstract
Professional education increasingly requires graduates to make decisions in complex systems marked by multiple stakeholders, feedback, delays, uncertainty, and unintended consequences, yet systems thinking is still often taught as a set of disconnected tools rather than as an integrated professional practice. This conceptual [...] Read more.
Professional education increasingly requires graduates to make decisions in complex systems marked by multiple stakeholders, feedback, delays, uncertainty, and unintended consequences, yet systems thinking is still often taught as a set of disconnected tools rather than as an integrated professional practice. This conceptual paper adopts an integrative theory-building approach to develop a unified architecture for systems thinking in professional education, drawing purposively on systems traditions, practice-based learning, assessment scholarship, and emerging work on generative artificial intelligence (GenAI). The paper proposes four iterative practices (sensemaking and boundary setting, co-modelling and causal representation, intervention reasoning, and meta-learning) as the core architecture for learning systems thinking in professional contexts. It further translates this architecture into indicative implications for curriculum sequencing, authentic tasks, and assessment, while positioning GenAI as a cross-cutting support/risk layer that can assist iteration and critique but also introduce predictable risks such as fabricated causal links, overreliance, and false mastery. To address these risks, the paper outlines governance conditions based on traceability, uncertainty checks, stakeholder validation, and process-based assessment. Overall, the framework provides a design-oriented basis for teaching, assessing, and governing systems thinking in contemporary professional education and a foundation for future empirical testing. Full article
(This article belongs to the Special Issue Systems Thinking in Education: Learning, Design and Technology)
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15 pages, 702 KB  
Article
Systems Thinking with Causal Loop Diagrams in Medical Education: An Exploratory Study
by David M. Rubin, Shamin Achari, Xriz L. Richards, Adam Pantanowitz and Ann George
Systems 2026, 14(4), 378; https://doi.org/10.3390/systems14040378 - 1 Apr 2026
Viewed by 381
Abstract
Medical literature is replete with diagrammatic representations of systems, yet lacks standardised nomenclature and consistent symbolic conventions. In an introductory system dynamics course for health science students, causal loop diagrams (CLDs) are used to support systems thinking. Notwithstanding recognised limitations, CLDs provide a [...] Read more.
Medical literature is replete with diagrammatic representations of systems, yet lacks standardised nomenclature and consistent symbolic conventions. In an introductory system dynamics course for health science students, causal loop diagrams (CLDs) are used to support systems thinking. Notwithstanding recognised limitations, CLDs provide a coherent heuristic for representing multivariate systems with feedback. We studied 55 first-year volunteers enrolled in the course to compare understanding of systems presented as CLDs versus typical journal diagrams. Two endocrine systems were selected from open-access, peer-reviewed literature: calcium homeostasis and glucose homeostasis. Participants were shown either the original journal diagram for one system and a CLD for the other, or vice versa, and answered twelve true/false questions—six per system. A mixed-model, two-way repeated measures ANOVA revealed a significant interaction between Diagram (CLD vs. journal diagram) and System (Calcium vs. Glucose). Post hoc comparisons showed significantly higher performance with CLDs for both Calcium (0.84 vs. 0.38) and Glucose (0.83 vs. 0.63), p < 0.001. A Fisher’s Exact Test also indicated a higher proportion of questions favouring CLDs. These findings suggest that training in CLDs may enhance understanding of complex systems compared to standard journal diagrams. Further work is needed to address limitations including the small sample size, use of a single cohort, and a restricted set of diagrams. Full article
(This article belongs to the Special Issue Systems Thinking in Education: Learning, Design and Technology)
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25 pages, 466 KB  
Article
Effects of Simulation-Based Science Instruction on Fifth-Grade Students’ Systems Thinking and Problem-Solving Perceptions
by Ümmühan Ormancı
Systems 2026, 14(2), 222; https://doi.org/10.3390/systems14020222 - 20 Feb 2026
Viewed by 633
Abstract
The growing emphasis on 21st-century competencies highlights the need to develop students’ systems thinking and problem-solving, particularly in science education, where many concepts involve complex, dynamic relationships. This study examined differences in fifth-grade students’ systems thinking performance and problem-solving perceptions associated with simulation-supported [...] Read more.
The growing emphasis on 21st-century competencies highlights the need to develop students’ systems thinking and problem-solving, particularly in science education, where many concepts involve complex, dynamic relationships. This study examined differences in fifth-grade students’ systems thinking performance and problem-solving perceptions associated with simulation-supported science instruction within the unit Electricity in Our Lives. A quasi-experimental pretest–posttest design was used with two intact classes, in which the experimental group received PhET-supported instruction and a control group followed the national curriculum. Data were collected through a systems thinking test (multiple-choice and open-ended items) and a problem-solving perception scale. The results showed that, after adjusting for baseline scores, the simulation-supported group demonstrated higher posttest systems thinking scores than the control group, with a large effect size. For problem-solving perceptions, the simulation-supported group also showed higher posttest scores compared to the control group. In addition, a moderate positive correlation was observed between systems thinking performance and problem-solving perceptions. Although causal inferences are limited due to the use of two intact classes and the absence of individual-level random assignment, the findings suggest that interactive simulations may support students’ holistic reasoning and engagement in problem-solving processes. The study highlights the potential value of integrating interactive simulations into science curricula to promote deeper cognitive competencies. Full article
(This article belongs to the Special Issue Systems Thinking in Education: Learning, Design and Technology)
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15 pages, 3185 KB  
Article
A Systems-Thinking Framework for Embedding Planetary Boundaries into Chemical Engineering Curriculum
by Yazeed M. Aleissa
Systems 2026, 14(1), 110; https://doi.org/10.3390/systems14010110 - 21 Jan 2026
Cited by 1 | Viewed by 538
Abstract
The integration of complex system concepts and sustainability in chemical engineering education is often limited to elective or separate courses rather than their integration into the core curriculum. This pedagogical gap can lead to graduates who lack a holistic understanding of the intricate [...] Read more.
The integration of complex system concepts and sustainability in chemical engineering education is often limited to elective or separate courses rather than their integration into the core curriculum. This pedagogical gap can lead to graduates who lack a holistic understanding of the intricate interplay between industrial processes and the Earth’s ecological limits, and the feedback loops required to address complex global challenges. This paper presents a transformative approach to close this gap by embedding the Planetary Boundaries framework and system thinking across core chemical engineering courses, such as Material and Energy Balances, Reaction Engineering, and Process Design, and extending this integration to capstone projects. The framework treats the curriculum itself as an interconnected learning system in which key systems concepts are revisited and deepened through contextualized examples and digital modeling tools, including process simulators and life-cycle assessment. We map each boundary to illustrative process examples and learning activities and discuss practical implementation issues such as curriculum crowding, educator readiness, and data availability. This approach aligns with outcome-based education goals by making system thinking and absolute sustainability explicit learning outcomes, preparing future chemical engineers to design processes that respect planetary limits while balancing technical performance, economic feasibility, and societal needs. Full article
(This article belongs to the Special Issue Systems Thinking in Education: Learning, Design and Technology)
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71 pages, 2781 KB  
Article
Systems Thinking in the Role of Fostering Technological and Engineering Literacy
by Brina Kurent and Stanislav Avsec
Systems 2026, 14(1), 5; https://doi.org/10.3390/systems14010005 - 19 Dec 2025
Cited by 3 | Viewed by 1739
Abstract
This study examined whether the systems thinking approach integrating information and communication technology (ICT) and digital tools (hereafter referred to as the STICT approach) improves technological and engineering literacy (TEL) and related outcomes for pre-service preschool teachers. Although there is an expectation for [...] Read more.
This study examined whether the systems thinking approach integrating information and communication technology (ICT) and digital tools (hereafter referred to as the STICT approach) improves technological and engineering literacy (TEL) and related outcomes for pre-service preschool teachers. Although there is an expectation for preschool teachers to develop TEL, evidence-based models that systematically combine systems thinking with digital tools and ICT support remain scarce. Using a quasi-experimental design (n = 44; one-semester experiment), the experimental group explicitly integrated systems thinking and digital tools, while the comparison control group followed the traditional approach to teaching design, technology, and engineering (DTE) content; both groups focused on making products for preschoolers. The outcomes included multidimensional literacy, attitudes towards DTE, self-reported systems thinking, aspects of engagement, and focus group reflection. The analyses (ANCOVA/MANCOVA, regression/PLS, multi-group tests, thematic analysis) revealed notable results, including a higher post-test literacy for the experimental group and a lower perceived difficulty with technology. Both groups improved in the self-assessment of systems thinking, with no differences between them. The qualitative findings supported the educational value of the approach. In this pilot classroom experiment (n = 44), findings are consistent with an advantage of the STICT approach on the TEL composite and with lower perceived difficulty of technology, whereas self-assessed systems thinking improved similarly in both groups. Given the small sample and multiple outcomes, estimates carry considerable uncertainty and should be read as preliminary. We theorise that TEL gains arise primarily from systems thinking processes applied during design/evaluation, with ICT functioning as a cognitive-and-motivational scaffold that makes relations/feedback explicit and reduces perceived difficulty; self-assessed systems thinking improved in both groups. Full article
(This article belongs to the Special Issue Systems Thinking in Education: Learning, Design and Technology)
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