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Pre- and post-module assessment of improvement in systems thinking among design engineering students: an interactive case study-based approach
Shinde, Rhythima Salim, Aisha Chater, Laurence Poudel, Pratistha Andrade, Ana
Shinde, Rhythima
Salim, Aisha
Chater, Laurence
Poudel, Pratistha
Andrade, Ana
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EESD2025_#29_Shinde.pdf
Adobe PDF, 692.31 KB
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Date
2025
Educational Level
ISCED Level 5 Batchelor's or equivalent
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
With the increasing need for holistic approaches to tackle complex, real-world problems, this study focuses on understanding students' systems thinking capabilities within sustainable engineering education. This paper examines the impact of one interactive, case study-based module on developing systems thinking skills among design engineering students. It evaluates their pre- and post-module progress in applying systems thinking principles to challenges like climate resilience and disaster mitigation. The module was implemented for second-year BEng students in UK for a multidisciplinary design engineering program and applied to a real-life case study which focused on flood mitigation strategies in Australia. The students were supported to adapt the learning from the case study and adapting the insights to the project within the students' curriculum. The research employs a mixed-method approach, combining quantitative and qualitative data collection. A pre-module survey assessed students' baseline understanding of systems thinking, including their self-evaluated knowledge, confidence in addressing complex problems, and collaborative approaches. Post-module surveys and selective interviews provided insights into changes in understanding and learning experiences after completing the module. Statistical analysis of pre- and post- module data revealed measurable (self-assessed) improvements in systems thinking skills, particularly in recognising interconnections, managing uncertainty, and appreciating diverse stakeholder perspectives. However, students reported feeling overwhelmed by the introduction of multiple frameworks and definitions, highlighting the need for careful facilitation to avoid cognitive overload. Qualitative feedback highlighted the module's positive impact on students' confidence and their ability to apply systems thinking frameworks to complex problems. Students valued the use of real-world scenarios and recommended adding case studies on topics like fire and storm mitigation to expand their learning. This study highlights the value of case study-based, interactive learning in embedding systems thinking within engineering education. By bridging the gap between academic theory and practical application, the module equips students with essential skills for navigating global challenges. The findings contribute to the evolution of engineering curricula, demonstrating the scalability and relevance of similar approaches across diverse educational contexts.
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Keywords (free text)
case-based learning, survey evaluation, systems thinking, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering