This article is a theoretical contribution to mental model research, which currently has different threads. Whereas some researchers focus on the perceived causal structure, others also include decision policies and decisions. We focus on the link between recognized causal structure (“mental models of dynamic systems”) and policies, proposing Johnson-Laird’s theory of mental models as the link. The resulting framework hypothesizes two types of systematic mental model errors: (1) misrepresentation of the system’s structure and (2) failure to deploy relevant mental models of possibilities. Examination of three experiments through this lens reveals errors of both types. Therefore, we propose that the cognitive theory of mental models opens a path to better understand how people construct their decision policies and develop interventions to reduce such mental model errors. The article closes by raising several questions for empirical studies of the reasoning process leading from mental models of dynamic systems to decision policies.

A new teaching method under the name of STEM, integrating the disciplines of Science, Technology, Engineering, and Mathematics, is now taught by teachers in their classes. Considering that the generation that grows up in the 21st-century has grown up with technology, it is thought that integrating technology into lessons helps students learn the subject. The study aims to develop five STEM activities for the human body systems lesson by integrating the coding-based Arduino into STEM education. The activities were implemented to 6th-grade students for seven weeks and the effects on students' skills of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship scale was used as a data collection tool. As a result of the study, a significant difference was found between the Arduino-supported STEM activities developed and the students' skills of establishing a cause-effect relationship.

History learning is often regarded as something that is considered unimportant and boring to be taught in the modern era like now. The existence of history learning itself is still important enough to be studied in the 21st century with all its benefits and uses. One of the uses of history is as a reasoning education. The research questions are how do we take advantage of history learning as reasoning and critical thinking education in the 21st century and how the usage of new media can make historical learning looks more interesting. The method used in this article is literature review with data obtained and analyzed from several journals and research results related to history learning and reasoning education, especially forms of critical thinking in the 21st century. From the results of the research, it was found that there was a link between learning history and its relation as a form of critical thinking in the 21st century, in several ways, such as teaching history based on historical thinking, and the usage of new media in history learning.

The general purpose of the Design Thinking approach (concept taken over in Romanian without its translation and which involves conception-oriented thinking) is to support the conception and design of products, services, processes, strategies, spaces, architecture and experiences ideal for use optimal. Applying the approach leads to the development of practical and innovative solutions to the problems identified in the product and / or technology design departments of companies. As described in the article Design Thinking is a process springing from the user-centered conception-design paradigm. The objective of the article is to highlight the need to combine urban study within Design Thinking, in the case of all areas of conception-design of solutions.

This article uses a contemporary and revelatory case study to explore the relationship between three conversations in the innovation literature: design thinking, creativity in strategy and, the emerging area of art-thinking. Businesses are increasingly operating in a VUCA environment where they need to design better experiences for their customers and better outcomes for their firm and the Arts are no exception. Innovation, or more correctly growth through innovation, is a top priority for business and although there is no single, unifying blueprint for success at innovation, design thinking is the process that is receiving most attention and getting most traction. Design thinking teaches businesses to think with the creativity and intuition of a designer; to show a deep understanding of; and have empathy with the user. But design thinking has limitations. By placing the consumer at the very heart of the innovation process, design thinking can often lead to more incremental than radical ideas. Now there is a new perspective emerging, art-thinking, in which the objective is not to design a journey from current scenario; A to improved position: B. Art thinking requires the creation of B and spends more time in the open ended, problem space, staking out possibilities and looking for uncontested space. In Dublin, we examine a case of the oldest, largest and most prestigious fine art gallery and studio where most of the country’s best-known and successful visual artists both make, exhibit and sell their art. Graphic Studio Dublin is primarily a printmaking studio, established by artists over 60 years ago. It has facilities for woodblock, lino-print, silkscreen, intaglio and carborundum etching spread over four floors of a centrally located studio where the artists have access 24/7. But two years ago it found itself on the brink of collapse having borrowed heavily to invest in new facilities during the period of Ireland’s economic collapse. Its loans were sold to a vulture-fund who were about to foreclose in a move that would have seen a generation of Irish Artists displaced. A new board of directors was empaneled and they introduced some art thinking principles to bring the organisation back from the brink. They used an art-thinking mindset and design thinking tools to restore the fortunes of this venerable, artist-led institution and it worked.

Expansion of the universal space was never directly observed. It is an unproven assumption. Measurement of the gravitational redshift proves only gravitational redshift and nothing more. Gravitational redshift is proven by the Mössbauer experiment. Claiming that gravitational redshift proves universal space expansion is false because there is no causality between gravitational redshift and hypothetical expansion. Even if universal space would expand, gravitational redshift could not be taken as proof of expansion. The Doppler effect was never observed in an expanding space and claiming that cosmological redshift is partially caused by the Doppler effect caused by the expanding of space is an unproved assumption. The discovery of CMB proves only that the entire universal space radiates CMB. CMB is not proof of the existence of the recombination period.

Most traditional theories of intelligence have little to do with the question of whether people with high intelligence can successfully address real world problems. A high IQ is correlated with many important outcomes (e.g., academic prominence, reduced crime), but it does not protect against cognitive biases, partisan thinking, reactance, confirmation bias, and even falling for discredited beliefs such as alchemy, cold fusion, and astrology. There are several newer theories that directly address the question about solving real-world problems. Prominent among them is Sternberg’s adaptive intelligence with “adaptation to the environment” as the central premise, a construct that does not exist on standardized IQ tests (e.g., Sternberg, 2019). Similarly, Stanovich and West (2014) argue that standardized tests of intelligence are not measures of rational thought—the sort of skill/ability that would be needed to address complex real-world problems. Halpern and Butler (2020) advocate for critical thinking as a better model of intelligence for addressing real-world problems than those that are based on psychometric properties of general intelligence. Yes, intelligence (i.e., critical thinking) can be enhanced and used for solving a real-world problem like Covid-19, which we use as an example of contemporary problems that need a new approach. Critical thinking may be an antidote for the chaos of the modern world.

Active learning has demonstrated its effectiveness regarding the improvement of the capacities of abstraction, comprehension, and development of cognitive, expression and relationship skills of the students. In this study, the redesign and implementation of an electromagnetism course for engineering students is presented, under the methodology of Backward Design (BD), recognized for its attributes for the development of active learning and its possibility of specifying the fun-damentals and principles of engineering education in the development of syllabus in higher ed-ucation. The purposes of this study were: 1) To implement the Backward Design (BD) methodology to develop argumentative, purposeful and interpretive skills in an electromagnetism course; 2) Design and apply rubrics to evaluate tests and laboratory reports, determine the level that best suits the knowledge, skills and competencies of students. 3) Assess the perception of students regarding the use of the methodology, their contributions to the development and understanding of the concepts of the course. The results of this educational research experience shown that the BD teaching approach was pedagogical and significantly superior to conventional models towards improving knowledge and skills of electromagnetism based on Hake's statistic (h) reached 0.73 that allow us to conclude that there was a learning gain in the students.

This study presents review of 7580 papers in 13 academic journals, published from January 2015 to January 2020. After a detailed analysis of all papers, 46 papers were further selected showing research on a student population aged between 6 and 15 years old. In order for the paper to be included in the research, the condition was that the paper deals with teaching at least one of the following content areas: programming languages, game design, computer thinking (CT), algorithmic thinking and robotics programming. This study shows the representation of the listed content area in reviewed papers for the specified time period as well as a detailed analysis of the selected papers. Available data about study, participants and education level, country (first author), learning domain, teaching tools, research questions, hypothesis, pre/post-test results, interviews, control groups, course duration, research design, previous experience, project or grant and re-search purpose in detected papers were analysed. In addition, impact of studying some of the listed content areas on student learning performance, motivation, attitude and perception were investigated.

Caregiving thinking is the ability to make connections between thought and emotion and encourages man to build a system of reflective value to judge matters compassionately and lovingly. Therefore, this study aims to investigate the components of caring thinking in Persian books in the first year of secondary education. This research is a descriptive and content analysis using the Shannon Entropy method. The sources analyzed are three volumes of the textbook of the first year of high school in 2021-2022. The research tool is a content analysis checklist according to the components of caring thinking, the validity of which was verified by Five experts in education. According to the analysis of the content of the book under study, it can be stated that in the Persian textbooks of the first year of high school, the critical factor of the component of normative thinking (0.2051), the component of appreciative thinking (0.2043), the component of active thinking (0.2020), Was the component of empathetic thinking (0.1957) and the component of affective thinking (0.1929). Therefore, the coefficient of the importance of the components of caring thinking in the Persian books of the first year of high school is not the same, and balance is not observed in regulating the content of these books. Considering the vital role of caring thinking in students' lives, it is suggested that the authors of textbooks pay attention to this crucial issue while reviewing the content of Persian books in the first year of high school.

This study explores students’ understanding of one measure of central tendency, the mean. A teaching experiment was conducted to understand how sixth-grade students made sense of this concept. Findings suggest that the students know how to solve mathematical problems related to mean using procedural understanding and lack of conceptual understanding.

In this paper it is examined how, if at all, logical laws can be normative for human reasoning, wherein the notion of normativity is analysed with respect to approaches to logic given in works of Aristotle, Descartes, Kant, Frege and Wittgenstein. During the ancient and medieval period, logic was being considered in terms of discourse and dialogical practice, but since Descartes and especially Kant it has been treated as a system of laws with which the process of individual human reasoning has been compared. Therefore, normativity can be investigated in private sphere (for thinking and reasoning) and in public sphere (for dialogic practices in a community). Wittgenstein discussed both aspects of normativity: in Tractatus, a focus is on laws of logic that are primarily normative for the state of affairs in the world, while in Philosophical Investigations an emphasis is on a social aspect of normativity (which is closer to Aristotle’s view), which is derived from adopted rules that have been applied in a certain community. Taken that way, logic is certainly normative in the public sphere, but the more difficult issue is whether logic is normative for thinking, regarding to the difference between the logical laws and those of thought.

COVID-19 has been extremely difficult to control. The lack of understanding of key aspects of pandemics has affected virus transmission. On the other hand, there is a demand to incorporate Computational Thinking (CT) in the curricula with applications in STEM. However, there are still no exemplars in the curriculum that apply CT to real-world problems such as controlling a pandemic or other similar global crises. In this paper, we fill this gap by proposing exemplars of CT for modeling the pandemic. We designed exemplars following the three pillars of the APEC InMside framework for CT: algorithmic thinking, computational modeling, and machine learning. For each pillar, we designed a progressive sequence of activities that covers from elementary to high school. In an experimental study with elementary and middle school students from 2 schools of high vulnerability, we found that the computational modeling exemplar can be implemented by teachers and correctly understood by students. We conclude that it is feasible to introduce the exemplars at all grade levels, and that this is a powerful example of STEM integration that helps reflect and tackle real-world and challenging public health problems of great impact for students and their families.

The Coronavirus pandemic is a major challenge to human wellbeing; it directly affects health, and indirectly involves the economic, politic and social spheres. This, in turn, is going to have major systemic, worldwide health, social and environmental consequences. In this paper, I will briefly sum up the history of the pandemic, the worldwide diffusion, the major different political reactions, as well as health and political countermeasures, and the economic consequences / evaluations for the future. The aim of this paper is to show and address all the different spheres involved and their relationships. Emphasis will be placed on the paradoxical presence of a large amount of data and the big uncertainty for the future. The outcomes will be briefly analyzed on a healthcare, political and socio-economical level. The point of view is systemic with human beings, institutions and the environment seen as a whole. Systemic thinking allows interdisciplinary research to be decisive in understanding the worldwide reaction to the pandemic. The global response to this crisis is of historical significance, and therefore potentially decisive for the multi-layered future of the world.

Whilst prior works have characterised the affordances of prototyping methods in terms of generating knowledge about a product or process, the types, or ‘dimensions’ of knowledge towards which they contribute are not fully understood. In this paper we adapt the concept of ‘design domains’ as a method to interpret, and better understand the contributions of different prototyping methods to design knowledge in new product development. We first synthesise a set of ten dimensions for design knowledge from a review of literature in design-related fields. A study was then conducted in which participants from engineering backgrounds completed a Likert-type questionnaire to quantify the perceived contributions to design knowledge of 90 common prototyping methods against each dimension. We statistically analyse results to identify patterns in the knowledge contributions of different methods. Results reveal that methods exhibit significantly different contribution profiles, suggesting different methods to be suited to different knowledge generation. Thus, this paper indicates potential for new methods, methodology and processes to leverage such characterisations for better selection and sequencing of methods in the prototyping process.

Systems thinking is a valuable skill that may be required for an individual to be promoted in the business arena to managerial or leading positions. Thus, assessing systems thinking skills is an essential transaction for decision-makers in the organization as a preceding step to the promotion decision. One of the well-known and validated tools for this task is a questionnaire. However, because some of the questions invade the employee / candidate’s privacy, the answer may be biased. In this paper, we consider this potential bias, a phenomenon that is becoming more and more significant as privacy concerns and awareness continuously increase in the modern digital world. We propose a formal methodology to optimize the questionnaire based on the privacy sensitivity of each question, thereby providing a more reliable assessment. We conducted an empirical study (n=142), and showed that a systems skills questionnaire can be enhanced. This research has a significant contribution to improving the systems skills assessment process in particular, and also lays the foundations for improving the evaluation of other skills / traits.

A global approach towards quality management highlights the need for constructing a new body of knowledge that views the field of global quality from a systems perspective. Based on the results of field experiments, and in light of the need to develop new global quality management terminology, the current article presents several key concepts in this field, with emphasis on a systems-oriented rationale and perspective. As such, the article is an important stage in building this body of knowledge, and towards the conceptualization of key variables used in global quality management, from a systems approach that interacts with the fields of international management and strategic management.

In an era characterized by a move towards a “knowledge society”, universities are central in fostering “knowledgeability”, that is the reflexive understanding of knowledge in knowledge societies. The objective of “knowledgeability” can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum. The aim of this paper is to use inter-national examples to discuss the research- education nexus from four different perspectives, namely context, policy, im- plementation and quality, with case studies from higher education institutions in Singapore and Sweden. We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between edu- cation and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research.

In today's complex and rapidly changing world, integrating values, critical thinking, and moral reasoning in language and literature education is crucial for equipping students with the skills to navigate multifaceted ethical dilemmas and become responsible global citizens. This article highlights the connection between language, literature, critical thinking, moral reasoning, and values integration in education. Through language and literature, teachers can incorporate values education in their classroom, which can benefit not only individual students but also society as a whole. Theoretical frameworks such as character education, moral education, and values education provide the basis for this approach. The researcher recommends strategies for incorporating values integration in language and literature curricula, including the use of literary texts that promote critical thinking and moral reasoning skills. The limitations of this approach, including the challenges in assessing the effectiveness of values integration and potential resistance from some stakeholders, are also discussed. Ultimately, this article aims to call on educators to take a proactive role in promoting values integration in language and literature education, guided by the principles of Jesus Christ and the belief that education is not only about acquiring knowledge but developing character as well. Moreover, this concept has a significant and lasting impact on students' overall development that highlights the importance of values and moral reasoning needed to live a better life.

As an emerging discipline, Design Morphology, with the advantage of "Form Study", has been integrated with many disciplines, and gradually formed its collaborative innovation paradigm. The inclusion of "Ecology" into Design Morphology is expected to promote the research of Design Morphology with the help of the systematic thinking and methods of ecology. The ecosystem of Design Morphology includes the natural ecosystem and the quasi-ecosystem closely related to human beings, and also put forward the concept of "Form Community" for the first time in the design field. In fact, this is exactly the research scope of Design Morphology. Advocating the ecological view of Design Morphology, can not only help to design researchers improve their values and world view, with new thinking and method to engage in "Form Study", but also contribute to the theoretical construction and thinking expansion of Design Morphology, and play a positive role in promoting interdisciplinary collaborative innovation led by Design Morphology. In addition, it can be used to evaluate the overall research and future development trend of Design Morphology, and provide the new research ideas and approaches for the development of design.

The Steepest Descent (or Ascent) algorithm is one of the most widely used algorithms in Science, Technology, Engineering, and Mathematics (STEM). However, this powerful mathematical tool is neither taught nor even mentioned in K12 education. We study whether it is feasible for elementary school students to learn this algorithm, while also aligning with the standard school curriculum. We also look at whether it can be used to create enriching activities connected to children’s real-life experiences, thus enhancing the integration of STEM and fostering Computational Thinking. To address these questions, we conducted an empirical study in two phases. In the first phase, we tested the feasibility with teachers. In a face-to-face professional development work-shop with 457 mathematics teachers actively participating using an online platform, we found that after a 10-minute introduction they could successfully apply the algorithm and use it in a couple of models. They were also able to complete two complex and novel tasks: selecting models and adjusting the parameters of a model that uses the steepest descent algorithm. In a second phase, we tested the feasibility with 90 fourth graders from 3 low Socioeconomic Status (SES) schools. Using the same introduction and posing the same questions, we found that they were able to understand the algorithm and successfully complete the tasks on the online platform. Additionally, we found that close to 75% of the students completed the two complex modeling tasks and performed similarly to the teachers.

The Steepest Descent (or Ascent) algorithm is one of the most widely used algorithms in Science, Technology, Engineering, and Mathematics (STEM). However, this powerful mathematical tool is neither taught nor even mentioned in K12 education. We study whether it is feasible for elementary school students to learn this algorithm, while also aligning with the standard school curriculum. We also look at whether it can be used to create enriching activities connected to children’s real-life experiences, thus enhancing the integration of STEM and fostering Computational Thinking. To address these questions, we conducted an empirical study in two phases. In the first phase, we tested the feasibility with teachers. In a face-to-face professional development work-shop with 457 mathematics teachers actively participating using an online platform, we found that after a 10-minute introduction they could successfully apply the algorithm and use it in a couple of models. They were also able to complete two complex and novel tasks: selecting models and adjusting the parameters of a model that uses the steepest descent algorithm. In a second phase, we tested the feasibility with 90 fourth graders from 3 low Socioeconomic Status (SES) schools. Using the same introduction and posing the same questions, we found that they were able to understand the algorithm and successfully complete the tasks on the online platform. Additionally, we found that close to 75% of the students completed the two complex modeling tasks and performed similarly to the teachers.

The era of globalization of the industrial revolution 4.0 was also marked by rapid economic, social, scientific, and technological developments. Currently, the company was demanded to maximize all its potential to compete with other companies. For this reason, it was hoped that companies could understand the importance of knowledge management-based intellectual capital through outreach, externalization, internalization, and combinations that had implications for improving employee performance and competency. This study was to identify and describe the enhancement of performance and competency-based on the optimization of the intellectual capital model in terms of critical thinking analysis. This study used a qualitative approach with critical thinking analysis through literature study methods. The findings results of this study were to improve performance and competency were the basic measurement models of intellectual capital, new intellectual capital measurement models in empirical studies, intellectual capital measurement models with bottlenecks, and environmental-based intellectual capital models. This study concluded that intellectual capital measurement should be determined as accumulation and interpretation in the proposed model for a company that was an applied subject with a qualitative intellectual capital index system, to provide a good tool for companies to managed intellectual capital.

Responding to the substantial finance gap for achieving Sustainable Development Goal 6.1 and 6.2, the Water and Sanitation sector has mobilized to launch new blended finance vehicles with increasing frequency. The sustainability and scale-up of financial solutions is intended to support increased access to unserved, marginalized populations. However, without addressing foundational issues in the sector, any finance mechanism, whether public, private or blended, will be a short-term, band-aid solution and the sector will continue the cycle of dependency on external assistance. This paper presents the results of a collaborative effort of Water.org, IRC WASH and the World Bank Water Global Practice. Drawing from the latest research on effective public financial management and based on evidence from the countries where these organizations work, the paper demonstrates that sustainable success in mobilising finance at large scale is dependent on a reasonable level of performance across 10 foundational areas. The paper presents evidence on the 10 foundational areas and discusses why other aspects of finance and governance while necessary are not sufficient. Better coordination amongst all development partners and governments, including a collective commitment to and prioritization of working on these foundational issues, is a necessary first step.

Recent years have witnessed a boom of fashion bloggings sharing information about clothing and cosmetics on diverse social media platforms. Constant exposure to fashion-related digital information heavily impacts the cognition and behaviour of Chinese youth. Compared to the substantial studies on the impact of social media, scarce research has been conducted on how youth’s cognitive processing of fashion-related digital information interacts with motivational factors to determine the subsequent behaviour. This study made an initial attempt to address this issue by exploring the successive associations between clothing motivation (amotivation, controlled, and autonomous motivation), online critical thinking (for information credibility, objectivity, and relevance), and the subsequent behavioural intentions. A total of 1997 Chinese youths with diverse educational backgrounds voluntarily participated in the study. Results confirmed the direct links between clothing motivation and behavioural intentions, but these links were mediated by different online critical thinking skills. This study provides new insights for both practitioners and scholars in the fields of education, psychology, social media, and marketing.

Research has shown that hands-on projects promote stem education, namely, via problem-solving. CanSat, literally 'satellite in a can', is a stem educational project promoted by the European Space Agency. This paper addresses this issue by researching this STEM project, which demonstrates how problem-solving can be achieved in secondary-level students within the framework of the CanSat. We use qualitative techniques of data collection and analysis. The results showed that students use sophisticated thinking strategies to process information within this interdisciplinary project: (a) cognitive testing, cognitive organization, cognitive regulation, and monitoring, in addition to computer language and physical–mathematical calculations, are cognitive and metacognitive behavior strategies revealed in the CanSat; (b) problem-solving was suggested as a specific model, where students’ higher cognitive and metacognitive ordering processes deepen in project development; (c) computational, lateral, or divergent and convergent thinking were detected as thinking types of students associated with and mobilized in the course of problem-solving, The findings of this research have practical implications for STEM education in space science. Hands-on projects using problem-solving are an essential strategy to promote STEM education. Additionally, they are a starting point to promote meaningful learning and new thinking types.

Creative thinking is increasingly recognised as an essential ability that should be part of school curricula. Given the move towards online learning and assessment, we investigate whether mathematical creativity can be assessed at-scale in the Numbers game, an arithmetic game in Math Garden, a popular online math practice platform. In the Numbers game, a generalisation of the 24 Game, children are asked to figure out how to compute a target number using basic arithmetic operations and a given set of numbers. We argue that creative thinking is required when the search space is complex, and propose that the base-pattern, i.e., the sequence of the operations needed to solve a Numbers game item, indicates search space complexity. We then demonstrate that items with disordered base-patterns are more likely to require mathematical creativity to figure out. Specifically, our analysis shows that for items with only one solution sequence, those with disordered base-patterns are more difficult and take longer to solve compared to items with ordered base-patterns. For items where multiple solution sequences are possible, nine times out of ten children choose ordered over disordered base-patterns. We conclude that the Numbers game has potential for assessing mathematical creativity at-scale.

Integrated Water Resources Management (IWRM) is one of the system thinking approaches emerged in the 1990s. Since then it has been applied in various countries and contexts. However, the implementation of the IWRM is contested. There are paucity of literature and guidelines as to how the concept can be operationalized. In Ethiopia, there is no evidence that IWRM is successfully instituted. Particularly, IWRM has never been implemented in the Awash River Basin. The study generated data from household and institutional surveys, in-depth interviews, focused group discussions, workshops, and secondary sources. Multiple sources of data were triangulated and thematically summarized. We found that pragmatic water resources management through system approach helps to recognize river basin as a bigger system in which the natural and human systems function. This resolves the problem of fragmentations among among various actors, sectors, interest and priorities. That it facilitates the coordination of various subsystems. The operationalization of IWRM as a system to secure water resources require the establishment and/or strengthening of the interactions of various systems, subsystems, and the elements within the entire basin system. Finally, enabling institutional environments should be considered as a medium of realizing IWRM.

There are increasing calls in education for deeper integration of disciplines and better preparation for the personal and job challenges of a fast-changing and smarter society. Thus, we need to search for new effective didactic strategies. However, current classrooms are isolated. They practically never connect. This hinders the exchange of ideas. It inhibits imitation and recombination, the basic blocks of cultural evolution and innovation. In this paper, we analyze online inter-class tournaments. These are lessons where entire elementary or middle school classes interconnect synchronously and play an educational game. These are new types of academic activities, and only possible thanks to digital communication technology. In this paper, we examine four online tournaments, we analyze how feasible it is to carry them out and the benefits they bring. One tournament is for teaching machine learning and statistics. The second one teaches the conservation of momentum in physics and an engineering optimization challenge. The third tournament is for learning to solve word problems. The fourth one is for teaching natural and sexual selection along with developing statistical and population thinking. We found that these inter-class tournaments are feasible to implement in schools and that they are a promising mechanism to facilitate imitation, recombination, and innovation of teaching strategies.

The language we use to describe the past can have a strong influence on the audience’s interpretation of our story. In our experiment, we explore, using 3 different conditions, how the framing and language of an accident report can affect the audience’s proposed solutions to manage the problems found. We find that the approach used to create an accident report can have a powerful influence on the audience’s decision making. Whether we are describing an accident in a similar manner to a crime, using a systems approach or we are accepting of multiple stories which are not linear or coherent, the methods we use to capture and communicate the story have a profound impact on the actions decided upon by the reader.

Higher education teaching staff members need to build a scientifically accurate and comprehensive understanding of the function of the brain in learning to optimize teaching and achieve excellent student learning. An international consortium developed a professional development six-module course on educational neuroscience and online community of practice applying design thinking. A mixed methods research design was employed to investigate the attitudes of thirty-two (N=32) participating academics using a survey comprising eleven closed and open questions. Data analysis methods included descriptive statistics, correlation, generalized additive model and grounded theory. The overall evaluation demonstrated a notable satisfaction level with regard to the quality of the course. Given the power of habits, mentoring and peer interactions are recommended to ensure the effective integration of theoretical neuroscientific evidence into teaching practice.

An introductory course of Arka Dhyana, also known as Intuitive Meditation (IM), consisting of five sessions, was offered to an international audience via Zoom technology. Participants were shown how to connect to their deeper self, essence or soul by bringing their I-ego-awareness from the thinking mind, often associated with the frontal part of the brain, to 19 energetic stations in the body including the heart centre. In this limited study, evaluation was both process and outcome orientated and included HeartMath (HM) Inner Balance or emWave2 electronic technology to measure mean coherence and achievement before and after each session. A highly significant increase in both coherence and achievement in six participants was found, which was also reflected in a reported increase in wellbeing related to feelings in qualitative statements indicating changes in levels of consciousness and individual transformative experiences as predicted by the Theory of the Six Main Levels of Consciousness.

Regardless of country and age, the importance of history education is always being emphasized. Although the importance of history education is being emphasized in Korea, there are many difficulties in getting students to understand history properly through school classes alone, and it is also difficult to attract students to participate in classes. The effectiveness of education using games has been proven 20 years ago, and the demand for game-based education is gradually increasing in the current education world, which is becoming more open. In this paper, based on the effects proven through research on the existing game-based education, the improvement of historical thinking ability, experiential history learning, and the problems of game-based education introduced in the ESN report and the discomfort of teachers who participated in the education were improved. A plan was suggested to select and use games suitable for basic education. In this thesis, we selected a history game with a clear historical and periodic background and without distortion of history, and experimented with teaching using games focusing on historical thinking and empirical history learning. The learning achievement of textbook-based education was compared.

Regardless of country and age, the importance of history education is always being emphasized. Although the importance of history education is being emphasized in Korea, there are many difficulties in getting students to understand history properly through school classes alone, and it is also difficult to attract students to participate in classes. The effectiveness of education using games has been proven 20 years ago, and the demand for game-based education is gradually increasing in the current education world, which is becoming more open. In this paper, based on the effects proven through research on the existing game-based education, the improvement of historical thinking ability, experiential history learning, and the problems of game-based education introduced in the ESN report and the discomfort of teachers who participated in the education were improved. A plan was suggested to select and use games suitable for basic education. In this thesis, we selected a history game with a clear historical and periodic background and without distortion of history, and experimented with teaching using games focusing on historical thinking and empirical history learning. The learning achievement of textbook-based education was compared.

Food systems will need to undergo considerable transformation. To be better prepared for and resilient to uncertainty and disturbances in the future, resource users and managers need to further develop knowledge about the food and farming system, with its dominating feedback structures and complexities, and to test robust and integrated system-based solutions. This paper investigates how participatory system dynamics modeling can be adapted to groups at the community level with low or no formal educational background. The paper also analyzes the refinement of workshop participants’ mental models as a consequence of a participatory system dynamics intervention. For this purpose, we ran two workshops with small-scale farmers in Zambia. Analysis of workshop data and post-workshop interviews shows that participatory system dynamics is well adaptable to support an audience-specific learning-by-doing approach. The use of pictures, objects and water glasses in combination with the basic aspects of causal loop diagramming makes for a well-balanced toolbox. Participants acquire understanding that is also relevant beyond systems thinking in that is offers a range of practical insights such as a critical evaluation of common food security strategies.

Using low-cost portable air quality (AQ) monitoring devices is a growing trend in personal exposure studies enabling a higher spatio-temporal resolution and identifying acute exposure to high concentrations. Comprehension of results by participants is not guaranteed in exposure studies. However, information on personal exposure is multiplex, which calls for participant involvement in information design to maximise communication output and comprehension. This study describes and proposes a model of a user centred design (UCD) approach for preparing a final report for participants involved in a multi-sensor personal exposure monitoring study performed in seven cities within the EU Horizon 2020 ICARUS project. Using a combination of human-centred design (HCD), human-information interaction (HII) and design thinking approaches, we iteratively included participants in the framing and design of the final report. User needs were mapped using a survey (n=82), and feedback on the draft report was obtained from a focus group (n=5). User requirements were assessed and validated using a post-campaign survey (n=31). The UCD research was conducted amongst participants in Ljubljana, Slovenia and the results report was distributed among the participating cities across Europe. The feedback received made it clear that the final report was well-received and helped participants better understand the influence of individual behaviours on personal exposure to air pollution.

This study assesses the development of professional skills in university students using serious games (SG), from a sustainability perspective. The Sustainable Development Goals (SDGs) were set by the United Nations’ 2030 Agenda for Sustainable Development. Universities are strategic agents in the transformation process towards sustainability. This way, they should be committed to promoting such sustainable values in the students through curricular sustainability, implementing active methodologies and SG for that purpose. Transversal skills are essential for the development of future graduates. The objective of this study was to assess which professional skills should be developed through the SG called The Island, to improve the degree of student satisfaction with the incorporation of a sustainable curriculum. The data were obtained using a questionnaire, and then analysed using linear regression models, with their inference estimated through the goodness of fit and ANOVA. The first results indicated that the implementation of the SG promoted a strengthening of the students' sustainable curriculum through the development of those skills. It was concluded that the key to success in education for sustainable development is improving the development of strategic thinking, collaborative thinking, and self-awareness, in addition to encouraging systemic, critical, and problem-solving thinking.

Barry Turner’s 1978 Man-made Disasters and Charles Perrow’s 1984 Normal Accidents were seminal books but a detailed comparison has yet to be undertaken. Doing so is important to establish content and priority of key ideas underpinning contemporary safety science. Turner’s research found socio-technical and systemic patterns that meant that major organisational disasters could be foreseen and were preventable. Perrow’s macro-structuralist industry focus was on technologically deterministic but unpredictable and unpreventable ‘system’ accidents, particularly rare catastrophes. Andrew Hopkins and Nick Pidgeon respectively suggested that some prominent writers who wrote after Turner may not have been aware of, or didn’t properly acknowledge, Turner’s work. Normal Accidents didn’t cite Turner in 1984 or 1999. Using a methodology involving systematic reading and historical, biographical and thematic theory analysis, a detailed review of Turner’s and Perrow’s backgrounds and publications sheds new light on Turner’s priority and accomplishment, highlighting substantial similarities as well as clear differences. In a previously unpublished letter, Perrow confirmed reading Man-made Disasters while writing Normal Accidents. Turner became better known after a 1997 second edition but under-acknowledgment issues continued. Ethical citation and potential reasons for under-acknowledgment are discussed. It is concluded that Turner’s foundational importance for safety science should be better recognised.

The 2030 global agenda of the United Nations emphasizes peace, human rights, gender equality, partnership, and women's empowerment. It balances the social, economic, and environmental dimensions of sustainable development. The SDG framework was designed to be integrated and indivisible, making the interconnections of 17 Goals and 169 Sustainable Development Goals Targets (SDTs) more complex that need extensive and intensive investigative research. Recent studies have increased on the interrelationships of SDGs, but none of these have focused on integrating Climate Change (CC), Sustainable Forest Management (SFM), and Information and Communication Technology (ICT), also known as CSI Nexus. This study aims to investigate and identify the 169 SDTs linked to CC, SFM, and ICT and assesses the significance of the relationships between these variables. The alignment of SDTs to CSI Nexus was identified through clustering and mapping techniques. The result argued that 56 SDTs are directly connected within CC+SFM+ICT, 16 within CC+SFM, one within SFM+ICT, and 51 within ICT+CC. Our result suggests that CC is significantly associated with SFM; however, ICT has no significant association with CC and SFM. It further asserts that the ICT and SFM have minimal influence on the SDG 2030 framework. The proposed CSI Nexus and SDTs Integration Framework was a science-informed guide for priority-setting, policy coherence, and decision-making supporting the 2030 Sustainable Development Goals. This study does not include interactions, network analysis and visualization, simulations, and modeling between SDG targets.

Cascading Tank Village Systems (CTVSs) of Sri Lanka historically provided a resilient community-based social-ecological water management system in the rural dryzone of Sri Lanka [1]. The CTVS has been described as the ‘lifeblood’ of communities in the rural dry zone [2] and as a globally important Agricultural Heritage System by the FAO [3]. After being abandoned for many centuries, their restoration is now being pursued by different national and international actors as a key to climate change mitigation and sustainable livelihoods for communities [4]. Rural livelihoods in the dry zone are at risk due to multiple factors, poor access and management of water, economic and health pressures, as well as resource limitations and degradation [5]. Despite recent efforts to restore CTVS systems, no social-ecological approach (SES) nor sustainable livelihoods framework (SLF) focused approach to ensuring resilient and sustainable livelihood outcomes has been taken [6]. As part of an on-going PhD project, this paper describes the background, current challenges and potential for an SES focused resilience thinking approach to CTVS combined with a focus on sustainable livelihoods for future sustainable livelihood opportunities and outcomes. The study finds current restoration efforts are at a crossroads between restoring the past (system adaptability) or transforming for the future. It introduces relevant SES and resilience thinking concepts and analyses the CTVS from this perspective. A particular contribution of this study is to point to the significant overlaps and complementarities in social-ecological (SES) resilience thinking and SLF approaches to analysis and proposals for resilient rural development. Employing resilience thinking principles it recommends strategies to create positive livelihood outcomes for communities and households. Keywords: cascading tank village system; sustainable livelihoods; resilience thinking; Sri Lanka; rural dry zone; community rural development

The sustainable development of our world has gain particular attention of a wide range of decisional factors, civil society, business sector, and scientific community, seeing that the prosperity of people and society is possible with the aid of sustained and inclusive economic growth of all countries and regions. Educational environment has a decisive impact on changes in the way that societies are coping with national, regional, and global challenges and opportunities brought by sustainable development. Looking at the implications of HE on the progress of society, the paper addressed the lack of HE institutional capacity to integrate the principles and practices of sustainable development into all aspects of education and learning. The scope of research problem was bounded on the capability of HEI as organization and school to act as entrepreneurial university by combining the scope of its responsibility within the value chain through a practical and effective mechanism needed to align the strategy with sustainable development goals (SDGs). Embarking on the path of SDGs requires HEI to design, launch, implement, and customize specific processes architectures to govern the advance of sustainability approach. The authors applied the process scoping diagram to capture and conceptualize the educational model needed to guide the HEI through the process of change to embrace sustainability into organizational culture and daily operations. It has been used the SIPOC method (Supplier, Input, Process, Output, Customer) with Visio software tool to articulate processes relationships embedded in the educational model of HEI. The benefits relied on the organized view of the work processes needed to be performed to incorporate SDGs into the strategy of any entrepreneurial HEI. Finally, the authors shared their views on the scalability of the model which may be customized and harmonized in accordance with different HE circumstances and priorities. Implementing the proposed educational model requires long-term institutional commitment, transparency, continuous performance improvement, and communicating the strategy for SDGs and its achievements to wider stakeholders.

This article shows the numerical results and the analysis of households' degree of knowledge in an intermediary city such as Huelva (Andalusia, Spain) about the sustainable use of urban water. It analyzes the needs and values regarding water and the attitudes that households maintain regarding the acceptance of reclaimed water and the use of new technologies to achieve more efficient and sustainable consumption. These results are part of the stages of needfinding and synthesis of Design Thinking methodology, adopted as a framework to improve the efficiency and sustainability of urban water among households in this city. Different statistical analysis techniques of surveys sent to households and the use of clustering are the mathematical tools used to draw conclusions and recommendations that allow the design of a web-based prototype grounded on Product Service Systems methodology, as a tool to improve the engagement of households concerning water and align citizens with the sustainability of their city. Strategies of customization and technological facilitators will be the means to improve the hydrosocial contract among households in Huelva in future later stages of the project.

In this study, we present case studies to explore the dynamics of implementation and maintenance of health interventions. We analyze how specific interventions are built and eroded, how the building and erosion mechanisms are interconnected, and why we can see significantly different erosion rates across otherwise similar organizations. We use multiple comparative obesity prevention case studies to provide empirical information on the mechanisms of interest, and use qualitative systems modeling to integrate our evolving understanding into an internally consistent and transparent theory of the phenomenon. Our preliminary results identify reinforcing feedback mechanisms, including design of organizational processes, motivation of stakeholders, and communication among stakeholders, which influence implementation and maintenance of intervention components. Over time, these feedback mechanisms may drive a wedge between otherwise similar organizations, leading to distinct configurations of implementation and maintenance processes.

Education for Sustainable Development (ESD) is considered vital to the success of the United Nations’ Sustainable Development Goals. Systems Thinking has been identified as a core competency necessary to incorporate into ESD. Systems Thinking orientated ESD learning tools, established methods of assessment of sustainability skills, and studies to demonstrate effectiveness of such learning tools, are all lacking. There is a wealth of experience in the System Dynamics field regarding the application of Systems Thinking and simulation to environmental problems, sustainability and systems education. Many System Dynamicists regard simulation as essential for teaching Systems Thinking. The substantial body of research into the design of effective simulation-based learning environments (SBLEs) can also inform ESD initiatives. This research describes a randomised controlled trial (n=106) to investigate whether an online sustainability learning tool that incorporates Systems Thinking and System Dynamics simulation increases understanding of a specific problem and supports transfer of knowledge to a second problem with a similar systemic structure. The effects of Systems Thinking and simulation were tested separately and in combination. The learning tool was designed for a single online learning session. Simulation was found to increase ESD learning outcomes significantly, and also to support transfer of skills, although less significantly.

Focusing on the implementation of the 2003 UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage (ICH), this article highlights the fact that the cataloging procedures, the way records are stored, and the metadata models used during recording, visualization, and storage of ICH expression elements, vary from country to country. Especially in these days of great uncertainty, war conflicts, and the systemic risks that may arise, it is vital to clarify what techniques will be used in the storage of ICH to ensure its unhindered preservation and dissemination over time across the globe. Using the systems thinking approach indicated for cases of great complexity, the process followed in Greece for depositing a new element in its local repository is described to demonstrate the need for a well-defined process by UNESCO, which must be followed worldwide and which has not been defined so far. What are the potential challenges not only in determining the type of data but also in choosing the best metadata model to use in each case when capturing this data? What technologies must be used for storing digital cultural heritage in such a way that will preserve it over time, defying physical and technological hazards? The article finally suggests how Blockchain Technologies (BT) can be effectively used to store the global ICH and ensure its continuity in future generations by creating a decentralized worldwide network between the heritage stakeholders.

This paper uses the numerical results of surveys sent to Huelva’s (Andalusia, Spain) households to determine the degree of knowledge they have about the urban water cycle, needs, values, and attitudes regarding water in an intermediary city with low water stress. In previous research, we achieved three different households’ clusters. The first one grouped households with high knowledge of the integral water cycle and a positive attitude to smart devices at home. The second cluster described households with low knowledge of the integral water cycle and high sensitivity to price. The third one showed average knowledge and predisposition to have a closer relationship with the water company. This paper continues with this research line, applying Classification and Regression Trees (CART) to determine which hierarchy of variables/factors/ independent components obtained from the surveys are the decisive ones to predict the range of household water consumption in Huelva. Positive attitudes towards improved cleaning habits for personal or household purposes are the highest hierarchy component to predict the water consumption range. Second in the hierarchy, the variable Knowledge Global Score about the integral urban water cycle, associated with water literacy, also contributes to predicting the water consumption range. Together with the three clusters obtained previously, these results will allow us to design water demand management strategies (WDM) fit for purpose that enable Huelva’s households to use water more efficiently.

This article addresses the question why initiatives in the field of green business and sustainable development often fail. Therefore, it dismantles some typical patterns of failure and shows – as a case study – how these patterns can be challenged through an innovative educational concept: the green business and sustainable development school. The applied methodology is a real-life project that is designed through blended, interdisciplinary elements from business model canvas, Theory U, participation and design thinking. The results of the school initiative are discussed and evaluated by four distinctive stakeholder groups and outline the school’s supporting potential to overcome typical patterns of failure by the younger generation in the future. This article concludes with ideas to enhance the school concept reaching out to even more stakeholder-groups to increase its reliability and viability.