Systems Thinking for T‐Shaped Sustainability Education
A Viable Systems Approach ( vSa )
Bibliographic Data
| ID | 21652083 |
|---|---|
| Authors | Marialuisa Saviano (0000-0001-7566-9639, Department of Pharmacy, Pharmanomics Interdepartmental Research Center University of Salerno Salerno Italy, corresponding author), Mario Testa (0009-0004-3338-5303, Department of Political Science and Communication University of Salerno Salerno Italy), Adriana Apuzzo (0009-0006-4619-8544, Department of Political Science and Communication University of Salerno Salerno Italy), Anna Di Vernieri (Department of Economics and Statistics University of Salerno Salerno Italy), Maria Giovanna Corrado (Department of Economics, Management, and Institutions University of Naples “Federico II” Naples Italy) |
| Year | 2026 |
| Publication date | 2026-05-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Systems Research and Behavioral Science (JOURNAL) |
| Journal identifiers | ISSN: 1092-7026 • E-ISSN: 1099-1743 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sres.70083 |
| OpenAlex | W7162438121 |
| Language | EN |
| References cited | 48 |
Sustainability represents a complex and evolving paradigm calling for competences necessary for a deep understanding of the interdependencies among human, environmental, economic, and cultural dimensions. Along with a review of the literature and an analysis of official guidelines from leading international institutions, this study assesses key references for the competences necessary for sustainability education. Findings show that systems thinking is globally recognized as a key competence for sustainability and a core element of education programs. However, an overarching reference framework capable of enhancing coherence and synergy across global education initiatives is still lacking. To address this gap, the paper puts forward a ‘T‐shaped’ framework, rooted in the viable systems approach ( vSa ), in which systems thinking can be regarded as a meta‐competence within education for sustainability, for it provides an overarching cognitive and methodological framework that enables the integration, interpretation, and effective application of the widely acknowledged key competences for sustainability
Core competency · Critical systems thinking · Interdependence · Sustainability · Systems thinking · Viable system model · Complex Systems and Decision Making · Environmental Education and Sustainability · Sustainability in Higher Education
The Reflective Practitioner
Higher Education, Sustainability, and the Role of Systemic Learning
Teaching Sustainability in European Higher Education Institutions
Who's in and why? A typology of stakeholder analysis methods for natural resource management
Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education
Higher Education For Sustainability
Sustainability Science
How do students deal with the uncertainty of sustainability challenges? Metacognitive learning in a transdisciplinary course
Lessons for Sustainable Science Education
Integrating Systems Thinking into Sustainability Education
How do higher education institutions promote sustainable development? A literature review
Strengthening the science–policy–industry interface for progressing toward sustainability
Systems thinking as a paradigm shift for sustainability transformation
Systems thinking within the scope of education for sustainable development (ESD) – a heuristic competence model as a basis for (science) teacher education
Connecting higher education and innovation to local development
Future-oriented higher education
| Citation velocity | historical |
|---|---|
| Highly cited | No |