1、Innovative Learning Solutions to Navigate Complexity:Adapting Systems Thinking to Future ClassroomsW H I T E P A P E RJ U LY 2 0 2 3In collaboration with Trinity College DublinImages:Getty Images 2023 World Economic Forum.All rights reserved.No part of this publication may be reproduced or transmitt

2、ed in any form or by any means,including photocopying and recording,or by any information storage and retrieval system.Disclaimer This document is published by the World Economic Forum as a contribution to a project,insight area or interaction.The findings,interpretations and conclusions expressed h

3、erein are a result of a collaborative process facilitated and endorsed by the World Economic Forum but whose results do not necessarily represent the views of the World Economic Forum,nor the entirety of its Members,Partners or other stakeholders.ContentsForewordExecutive summaryIntroduction1 The cu

4、rrent landscape:a look at global challenges1.1 Elementary,secondary and adult learning in the Fourth Industrial Revolution1.2 A new generation of complexity1.3 Navigating mass media:the search for fact over fiction2 Systems thinking 101 past,present and the strategic intelligence platform2.1 A brief

5、 history2.2 Systems thinking today2.3 Systems thinking and the evolution of the Strategic Intelligence Platform3 Learning institutions and the strategic intelligence framework4 Looking to the future4.1 What do you want to be when you grow up?Or not4.2 The classes of tomorrow4.3 The role of generativ

6、e AIConclusion and recommendationsAppendixContributorsEndnotes34688 101112131314 152727282829303233Innovative Learning Solutions to Navigate Complexity2ForewordWe live in a time when having a systems perspective on the world around us has never been more important.The challenges of climate change,in

7、equality and biodiversity loss emerge in making this statement.Not only are these three issues interconnected in a complex manner themselves,but to take deep and meaningful action requires an in-depth understanding of patterns,relationships,interconnections,dependencies and trade-offs.We need to gen

8、erate this kind of sophisticated analysis and understanding against a backdrop of a world overloaded with information,both real and false.This white paper,co-produced by the World Economic Forum and Trinity College Dublin,is focused on how we might go about embedding that valuable and necessary syst

9、ems thinking mindset into all stages of the education system.Here we present insights into current learning and teaching practices and changing demands.We also provide practical examples of how future education might take a systems thinking perspective.This can be achieved by drawing on tools such a

10、s the Strategic Intelligence Platform launched by the World Economic Forum and by envisaging a classroom of the future that can make use of a variety of digital applications to facilitate the systems thinking approach.We see the importance of constantly questioning how students learn and welcome thi

11、s white paper that recognizes the need to teach and learn in new ways and challenges us to innovate and do better.It is critical that all students can deal with different and complex perspectives and views,going beyond their comfort zone and the short sound bites of the world of social media.More im

12、portant,still,is that we learn to use the emerging landscape of digital tools in an empowering and responsible way to drive greater critical thinking and unlock more creativity.Through the experimentation,incubation and creation of novel practices by early adopters of strategic intelligence,we hope

13、that the models we feature can inspire and illuminate innovation in mainstreaming systems thinking in the classroom,be it physical or digital.This approach represents the future of learning and education,and we are excited to be part of supporting this transformative process.We believe this paper wi

14、ll encourage educators,learners and policy-makers to adopt systems thinking as an essential aspect of learning and education.This will nurture a future generation of more tolerant,understanding and discerning thinkers.Bringing systems thinking to the classroom:a framework for proactively reforming l

15、earning in a complex world Linda Doyle Provost and President,Trinity College DublinStephan Mergenthaler Head,Strategic Intelligence;Member of the Executive Committee,World Economic ForumInnovative Learning Solutions to Navigate Complexity:Adapting Systems Thinking to Future ClassroomsJuly 2023Innova

16、tive Learning Solutions to Navigate Complexity3Executive summaryTo meet current global challenges,education needs innovative approaches.The past century of educational reform has been largely reactive,responding to change and adversity as opposed to preparing for it.This paper,Innovative Learning So

17、lutions to Navigate Complexity:Adapting Systems Thinking to Future Classrooms,advocates for education policy-makers and teachers to create a more future-proofed learning and development system that can proactively address current and future challenges and equip learners with the aptitudes to navigat

18、e an increasingly complex world.Transforming education through systems thinking tools is imperative to prepare young and adult learners for an increasingly complex world.Challenges that need to be addressed while developing reformFIGURE 1Educational failures Lack of media literacy teacher training/e

19、ducation programmes Over-reliance on standardized testing No consensus on future-ready skills Poor problem solving methodologiesNew levels of complexity Introduction of digital technologies and the internet Move from an industrial society to a knowledge society Increase in global interconnectivityMa

20、ss media More access to information,but inadequate analytical and/or critical thinking skills Business models that breed confirmation bias Over-reliance of tech fixes for fake newsTechnology can assist in addressing some of these challenges,but it cannot be the solution.Systems thinking can provide

21、a framework to understand and manage complex systems,offering solutions to these challenges and creating more adaptable,flexible and forward-thinking education systems.Responding to this gap,the eight case studies presented detail how forward-thinking educators worldwide have successfully applied th

22、e Strategic Intelligence Platforms digital tools to provide systems thinking exploration and understanding among learners.These use cases provide a guide for how policy-makers,educators,researchers and students can embed these methodologies in their everyday study or practice.These include:1.Public

23、policy(adult learning):SDG-focused policy development 2.Media studies(postgraduate):exploring Latvian political parties using digital tools3.Sustainability(postgraduate):unlocking entrepreneurial opportunities through systems and design thinking4.Management-(postgraduate):futures,strategic design an

24、d innovation5.Business(undergraduate):corporate entrepreneurship6.Business(undergraduate):PESTLE analysis and market intelligence7.Career development(secondary):developing a future-proof career8.Social studies(secondary):unpacking Puerto Ricos political status crafting an argumentative essay.The cas

25、e studies were categorized by discipline,levels andfuture-ready aptitudes,specifically skills and abilities,attitudes,adaptability and values.Drawing from the insights gained through these case studies,this paper suggests implementing proactive reforms to learning and development as outlined in Box

26、1.Innovative Learning Solutions to Navigate Complexity4The adoption of these strategies can have a significant impact on preparing a future-ready generation.In the short term,systems thinking can improve student engagement,motivation,creativity,critical thinking and decision-making.However,the long-

27、term impacts will be a future-proofed education system,increased societal success in navigating real-world challenges,increased capacity to create and implement innovative solutions,and mindset shifts towards increased understanding of the complexities of sustainability,society and interdependent ec

28、onomies.Recommendations overviewBOX 1 Restructure curricula to emphasize interdisciplinary projects and connections between disciplines.Use practical assessments using systems thinking instead of standardized testing.Instruct educators in systems thinking methodologies and tools through workshops an

29、d training.Provide media literacy training to teachers and embed media literacy skills across curriculums.Offer college credit or micro-credentials to train learners in systems thinking methodologies.Create a community of practice among educators and learners to scale successful use cases.Shift from

30、 solution-led to problem-led learning methodologies.Equip learners with foresight and scenario planning skills to plan for their future careers.Innovative Learning Solutions to Navigate Complexity5IntroductionDigital innovations and the impact of the COVID-19 pandemic brought about a significant shi

31、ft from traditional classrooms to digital and online learning.Exponential technological advancements continue to transform industries,leading to a demand for executive education to reskill the workforce of tomorrow.The world is growing increasingly complex.Climate change,the energy transition and th

32、e interdependent global economy are all examples of the complexity surrounding us.Education reform needs to match these complexities to help future learners better understand these issues.Reactive education reformsWhen reflecting on the past,it becomes apparent that educational reform is largely rea

33、ctive always playing catch-up rather than being future-ready.The past century of pedagogical reform is proof of this.The first half of the 20th century was marked by two world wars,which left many countries suffering from massive economic and infrastructure destruction.Efforts were directed towards

34、expanding and improving public education systems to cultivate a skilled labour force to rebuild and maintain peace.The 1950s,1960s and 1970s were marked by decolonization.These events served as a source of inspiration for the civil rights and social justice movements and highlighted the persistent i

35、ssue of inequality and discrimination in education around the world.1 As a result,governments began to take steps to expand access to higher education for marginalized groups,such as women,minorities and low-income individuals.The 1980s were marked by economic downturns,which led governments to decr

36、ease fiscal spending on education and shift more costs to individuals and families,resulting in a growing trend towards the privatization and marketization of education.Consequently,private schools and universities experienced significant growth in the eighties and nineties.The effects of the Fourth

37、 Industrial Revolutionare currently being experienced.This era is characterized by the evolution of interconnected digital technologies,a skills-oriented workforce and complex value-creation systems.The recognized need for educational reform arises when an existing system fails to meet the changing

38、demands of society and learners.While many of these above-mentioned reactive reforms resulted in educational improvements,often,reform tends to focus on short-term fixes rather than future-proofing the system.To create a more adaptable,flexibleand innovative education system,there needs to be a shif

39、t from traditional,rigid approaches to more dynamic and responsive ones that can account for the complexities of learning,teaching and a rapidly changing world.Integrating systems thinking into the classroom can provide new approaches to education reform and develop a more adaptable system.One way t

40、o approach complex systems and encourage proactive educational reform is throughsystems thinking,an academic school of thought that aims to anticipate potential issues and identify opportunities for improvement before they become problems.While systems thinking has been adapted to fields such as pol

41、icy-making and business,it has yet to significantly impact mainstream representations of complex societal issues,especially in education.Incorporating systems thinking into the classroom could offer new perspectives on how to approach education reform and create a more future-proofed system.Modern a

42、dvances in digital technologies can help make systems thinking more accessible to students and educators.Specifically,new data visualization techniques,formats and tools like interactive digital narratives(IDNs),animated infographics and dashboards can all assist in exploring complex systems.Current

43、ly,the World Economic Forums Strategic Intelligence(SI)Platform provides several digital tools to users through their collection of transformation maps,EarthTime stories and advanced analytics features.These data visualization tools can help students and educators explore and make sense of the compl

44、ex and interlinked forcesthat transform economies,industries and global issues.From reactive to proactive:reforming learning approaches for a complex world There needs to be a shift from traditional,rigid approaches to more dynamic and responsive ones that can account for the complexities of learnin

45、g,teaching and a rapidly changing world.Innovative Learning Solutions to Navigate Complexity6This paper presents case studies that offer solutions for stakeholders,either as models to replicate or as inspiration to develop new approaches.Additionally,the paper highlights the importance of harnessing

46、 the power of technology and encourages the use of digital systems thinking tools,such as those available through the SI Platform.Educators,learners and policy-makers should adopt a constructivist and constructionist approach to learning,which involves actively engaging with and exploring complex sy

47、stems.This approach fosters curiosity,imagination and innovation,and helps to inspire a life-long love of learning.By implementing the strategies and recommendations provided in this paper,educational reform can have a profound and influential impact on the next generation of global citizens.Solutio

48、ns for stakeholders looking at future-ready policy transformation The Constitution of the Italian Republic was enacted in 1948 and made elementary education free and compulsory for a minimum of 8 years.By 1961,illiteracy was reduced to just 8.3%.Photo by Valentino PetrelliInnovative Learning Solutio

49、ns to Navigate Complexity7The current landscape:a look at global challenges1Limited media literacy,standardized testingand complexity hinder critical thinking andcontribute to misinformation and problem-solving challenges.Media literacy education The emergence of the internet and access to informati

50、on has brought about“new literacies”that encompass the internet,digital,media,information and computer literacy.Among these,media literacy is particularly crucial as the media plays a significant role in shaping societal opinions and values.Successful implementation of media literacy programmes is d

51、emonstrated in countries such as Finland,where the emphasis on media literacy in public schools began as early as 2016.As a result,Finland has secured the top position among 41 European nations for its resilience to misinformation for the fifth consecutive time,as reported by the Open Society Instit

52、ute in Bulgaria.2Unfortunately,Finland is the exception,and media literacy education is not well-established in most countries.Also,teacher preparation programmes that include media literacy are rare.Consequently,educators often lack formal training in media literacy foundations,resulting in a missi

53、ng pedagogical necessity in schools.Understanding the constantly evolving media environment is essential for developing critical thinking skills,among others,which are crucial for success in the Fourth Industrial Revolution.Standardized testing The overemphasis on test-taking as a means of standardi

54、zing learning promotes dullness and rigidity,3 resulting in schools prioritizing transmitting test answers over encouraging the drive for learning.Often,these tests measure a students rote memorization abilities,which are diminishing in importance in todays digital age.Additionally,most standardized

55、 tests involve multiple-choice questions,which discourage exploration and curiosity by preparing students to regurgitate the“right answer”instead of engaging in thoughtful consideration of potential outcomes and processes.In a sense,standardized testing prepares students to pick a side and then move

56、 on rather than encouraging exploration,reflection and lifelong learning.Future-ready skills A key challenge preventing the broad development of future-ready skills through education is the lack of a common foundation,definition and understanding of the skills needed for the future and how these can

57、 be developed from an early age.As a result,the World Economic Forums Centre for the New Economy and Society published a white paper in January 2023 titled Defining Education 4.0:A Taxonomy for the Future of Learning,which introduced a taxonomy of aptitudes that aims to bridge the disconnect between

58、 young and adult learners,including skills,abilities,attitudes and values.It is also integrated with the Forums existing work on creating a global skills taxonomy aimed at the adult workplace with an emphasis on lifelong learning.This taxonomy aims to establish a common foundation for learning insti

59、tutions to identify and cultivate the essential aptitudes learners require to succeed in the future.The World Health Organization(WHO),the United Nations(UN)and many other institutions began using the term“infodemic”during the COVID-19 pandemic in early February 2020.This term was used to describe t

60、he alarming proliferation of misinformation and rumours surrounding the pandemic,causing confusion and impeding efforts to control the outbreak.The WHO emphasized the need for accurate and timely information to combat the infodemic as the spread of misinformation was leading to panic,mistrust in ins

61、titutions and harming efforts to control the crisis.This term has since been widely adopted to describe the spread of harmful content,which is partly attributed to inadequate teacher preparation programmes,educational shortcomings and polarizing media.Standardized testing prepares students to pick a

62、 side and then move on rather than encouraging exploration,reflection and lifelong learning.1.1 Elementary,secondary and adult learning in the Fourth Industrial RevolutionInnovative Learning Solutions to Navigate Complexity8World Economic Forums Education 4.0 TaxonomyFIGURE 2Level 1Abilities and ski

63、llsAttitudes and valuesLevel 2Cognitive(analytical)Social(inter-personal)PhysicalSelf-regulatory(intra-personal)Societal(extra-personal)DisciplinaryknowledgeLevel 3:emphasized elementsCreativityCritical thinkingDigital skills and programmingProblem solvingSystems analysisCollaborationCommunicationNe

64、gotiationSocio-emotional awarenessBalance,coordination,positional awareness,strengthAdaptabilityConscientiousnessCuriosityGritGrowth mindsetInitiativeCivic responsibilityEnvironmental stewardshipEmpathy and kindnessGlobal citizenshipDiscipline-specificKnowledge and informationProblem-solving Modern

65、education systems dont effectively teach problem-solving skills,an essential aptitude of the Education 4.0 Taxonomy.Students with inadequate problem-solving abilities may develop poor solutions.These solutions,usually based on assumptions,dont tackle the core issues and can even worsen the situation

66、.Russell Ackoff,an innovator in organizational theory,general systems theory and operations research,explained that“getting the right solution to the right problem is crucial for successful problem-solving.Failure often occurs because we address the wrong problem”.According to Tissione Parmar,Learni

67、ng Solutions Team Lead,United Nations Institute for Training and Research(UNITAR),“Allocating more time to unpacking problems can lead to better outcomes.Making assumptions about problems sometimes results in wasted resources and little impact”.Therefore,shifting from solution-led to problem-led thi

68、nking encourages critical reflection and emphasizes identifying the underlying problem before seeking solutions.To enhance problem-solving,education needs to alter how it teaches students to approach challenging problems.Source:World Economic Forum,Defining Education 4.0:A Taxonomy for the Future of

69、 Learning,2023.Innovative Learning Solutions to Navigate Complexity9Digital technologies have transformed society,offering unparalleled opportunities for individuals to access a wide range of information that was not accessible before.The availability of trusted information is crucial for encouragin

70、g informed discourse,but it also carries risks if individuals lack the ability to comprehend the information.Therefore,it is essential to equip individuals at an early age with the mindset,skills and tools necessary to navigate the overwhelming volume of information in the world.Until recently,level

71、s of complexity,specifically in social systems,were relatively low.Research has shown that because of the development and adoption of information and communication technologies,these levels have become a“defining feature of the 21st century”.4 For example,as global interconnectivity increases,the wo

72、rlds technologically advanced economies move from a focus on the nation-centric production of goods to global-centric knowledge-based services(see Figure 3).Due to this growing web of interdependencies,studying complex systems in the physical and social sciences has gained momentum over the past qua

73、rter-century.Research suggests these important new conceptual perspectives and methodologies can help individuals understand the challenging social and global problems of the 21st century.5 While some complex systems-related concepts can be found in school curricula,primarily in the physical science

74、s,the overarching interdisciplinary or cross-domain nature of these concepts are not currently recognized enough,let alone harnessed.Hence,the absence or lack of systems learning,specifically at the primary and secondary level,leaves the next generation of adults unprepared to interpret the diverse,

75、interconnected systems that exist in the world today.1.2 A new generation of complexityIncrease in complexity of social systems caused by digital technologyFIGURE 3Industrial societyProduction of goods 60%of GNP*Information societyKnowledge services 60%of GNPDigital technologyprocessors,the internet

76、Mobile phonesSmart phones,iPads,iPodsSearch enginesGoogleMulti-agent technologyAdaptationThe internet-basedglobal economySocial networksFacebook,LinkedInThe internet of thingsGPS,RFIDsCloudsBig data1 Agricultural societyKey resourcesStagesDistributionScope2 Industrial society3 Information societyCap

77、italMotorways and railwaysNationalKnowledgeDigital networksGlobalLandVillage roadsLocal-regionalSource:Rzevski,G.,“Complexity as the defining feature of the 21st century”,International Journal of Design&Nature and Ecodynamics,vol.10,issue 3,2015,pp.191-198.*Gross national productInnovative Learning

78、Solutions to Navigate Complexity10The dissemination of news,knowledge and information across digital platforms is a complex system,as it involves multiple actors and factors that interact with one another in intricate ways.According to Hartmut Koenitz,a professor at Sdertrn University,there is a nee

79、d for new“representations of complexity that foster systemic thinking by facilitating an understanding of multiplicity,interconnectedness and long-term effects”.6 Information disseminated through media platforms frequently becomes prone to oversimplified representations of complex material even fake

80、 news resulting in the polarization of populations and the collapse of democratic discourse.Hence,there is a need for media literacy instruction that serves to raise awareness of these challenges and teach people to make sense of the complex media ecosystem.Furthermore,business models for social med

81、ia,search,video streaming and others often aim to maximize screen time through algorithmic recommendations and sensationalism.7 News distribution on the internet and social media propagates polarization because this business model breeds filter bubbles,which feed individual narratives.Biases are con

82、firmed with the bombardment of“like”stories,resulting in people developing alternate realities(see Figure 4).While much attention is given to technological solutions for fighting fake news,such as using natural language processing(NLP)and deep learning for deepfakes,8 it is not always a viable optio

83、n for everyone.NLP is frequently used to identify fake news in the Western context,but the development of scalable fake news classification techniques for low-resource languages like Hindi or Swahili is still in its early stages due to limited datasets and a shortage of robust NLP libraries for such

84、 languages.Technological approaches alone cannot resolve the fake news problem.The spread of misinformation and its harmful effects stem from the limited ability of individuals to navigate complex information systems.Moreover,there are few,if any,tech tools for identifying bias in the news,a more su

85、btle form of media propaganda.Antagonists will always exist,and,therefore,appropriate weapons for self-defence are necessary.1.3 Navigating mass media:the search for fact over fictionProcess of information dissemination across select digital platformsFIGURE 4Algorithmic recommendationsDigital inform

86、ationFilter bubbleAlternate realityConfirmationbiasInnovative Learning Solutions to Navigate Complexity11Systems thinking 101 past,present and the strategic intelligence platform2Embedding systems thinking in learning methodologies can train students to think critically,recognize hidden patterns and

87、 relationships,and solve complex problems.Systems thinking provides effective methods,tools and patterns recognition to understand and manage complex systems,and it is growing in popularity in the private and public sectors.It is an improved way of thinking with powerful societal benefits across all

88、 disciplines.For example,sports are complex in nature.Their systems include multiple components,non-linear interactions,emergent properties,dynamism,recurring feedback loops,path dependence and an inability to isolate individual components.9 One successful example of a coach who applied a systems th

89、inking approach to enhance performance is Soviet ice hockey hall-of-famer Anatoly Tarasov.After World War II,he was tasked with building a USSR ice hockey team from scratch.The team would go on to become the best in the world.He accomplished this by developing a training regime that drew insights fr

90、om seemingly unrelated entities,such as the Bolshoi Ballet dancers and chess grandmasters.He saw hockey as a highly dynamic and team-oriented sport that required constant movement,communication and collaboration among players.He believed that passing was even more important than shooting,and that a

91、team that was able to move the puck quickly and accurately would be more successful than a team that relied heavily on individual skill or shooting prowess.10Tarasovs coaching style can be viewed through a systems thinking perspective as he emphasized the interdependence and interconnectedness of pl

92、ayers on the ice,and this focus on teamwork had a lasting impact on the sport worldwide.His holistic approach to training and strategy can be applied to education worldwide.In this sense,students are athletes.By embedding systems thinking in learning methodologies,they can be trained to think more h

93、olistically and recognize patterns and relationships that may not be immediately apparent.They can practice their cognitive flexibility,problem-solving skills and open-mindedness.They can learn to analyse and solve complex problems and make better decisions based on a deeper understanding of how dif

94、ferent factors interact.Therefore,it is important to understand the history and evolution of systems thinking to better appreciate the underlying principles and methodologies used in this approach and apply it more effectively in a variety of contexts.Innovative Learning Solutions to Navigate Comple

95、xity12Systems thinking traces its origins to the early 20th century but has gained mainstream attention in recent years.Austrian biologist Ludwig Von Bertalanffy is credited with developing“general systems theory”,which suggests that complex systems must be understood as an integrated whole rather t

96、han looking at individual components in isolation.Bertalanffy used a mathematical model of organism growth to demonstrate how systems thinking can be applied to complex phenomena.He argued that an organisms growth is influenced by multiple factors,such as body size,metabolic rate and environmental c

97、onditions,creating a feedback loop where changes in one part of the system can influence other parts dynamically and non-linearly.11Professor Jay W.Forrester,a computer scientist at the MIT Sloan School of Management,was another systems thinking pioneer.Forrester realized that social systems were mo

98、re difficult to understand and control than physical systems during his tenure as an MIT Laboratory manager.Forresters work with General Motors(GM)in the 1950s catalysed his research.He developed a computer-based model of GMs production and supply chain systems,which allowed GM to simulate and analy

99、se their behaviour under different conditions.Through his work with GM,Forrester realized the limitations of traditional linear thinking and developed the concept of“system dynamics”,which eventually evolved into the broader framework of systems thinking that exists today.12Modern examples of how sy

100、stems thinking is used can be found in the fields of healthcare,sustainability,city planning,business and more.While systems thinking has found a strong foothold on the world stage,education in systems thinking approaches is limited or non-existent in many learning institutions,especially when it co

101、mes to tackling other complex fields.However,organizations are developing frameworks to integrate systems thinking approaches into their learning methodologies.For example,UNITAR conducts training modules to prepare Disarmament,Demobilization and Reintegration(DDR)practitioners,UN missions and local

102、 communities with the skills necessary for the international field of Community Violence Reduction(CVR).UNITAR conducted a session that specifically focused on CVR using systems thinking methodologies.The purpose of this module was to support practitioners and experts in mapping the complexity of th

103、e international CVR landscape and to help assess potential ways to intervene through training and capacity building.Participants were taught using a systems thinking framework that enabled them to identify different leverage points(see Figure 5)when intervening in a system,apply the concepts to the

104、international field of CVR and assess potential leverage points and develop intervention strategies.The training had a transformative impact on the participants,as they gained a better understanding of the“big picture”and the importance of examining the system before implementing solutions based on

105、assumptions.It also had an impact on the training programme.For example,it became evident that practitioners in the field required practical project management skills rather than theoretical knowledge of CVR,which went against their initial assumptions.This led to a change in the initial plan,and ad

106、ditional sessions were created to address this need by focusing on building training and capacity-building programmes rather than the initially proposed theoretical knowledge.2.1 A brief history2.2 Systems thinking todayInnovative Learning Solutions to Navigate Complexity13Leverage points for interv

107、ention strategy used in the UNITAR training moduleFIGURE 5Constant,parameters,numbersIntervention strategy:exploring the possibility spaceSystemWhat decisions on quotas(number of persons,percentage target to be reached,etc.)should be abandoned/imposed/modified?Which capacity should be increased/decr

108、eased to make the system more stable?How can the current physical and digital structures be improved?What are the ones that are missing?What are the once that should be removed?What critical delays in the system can be reduced or extended(time span between actions and expected results)?How can stabi

109、lity be increased or resistence to change be overcome?How can positive escalations be introduced or negative ones limited?What are the lacking/missing flows of information?Is there too much information?Is the information trustworthy?What rules and regulations should be changed?Think of different kin

110、ds of rules and regulations,such as social,cultural,legal,formal and informal.How can actors be empowered to evolve or change the system by themselves?What system objectives need to be changed?What change in mindset is needed?What worldview is needed to modify or overturn?Which other worldviews are

111、being overlooked?Buffering capacityPhysical and digital structuresDelaysBalancing feedback loopsReinforcing feedback loopsInformation flowsRules and regulationsSelf organizationGoalsParadigmsTranscending paradigmsBy employing this type of framework to identify problems across the board,organizations

112、 can effectively save time,effort and money.This approach allows them to redirect energy towards systematically identified problems rather than assumed problems.Organizations can identify the root cause of an issue and streamline the training programme accordingly.The World Economic Forums SI Platfo

113、rm originated from its engagement with universities,experts and thought leaders,and its commitment to addressing global challenges through multistakeholder collaboration.The initiative emerged from the Forums network of Global Agenda Councils,which brings together over 1,000 thought leaders from aca

114、demia,government,international organizations,business and civil society,grouped in expertise-based thematic councils.To scale this engagement and provide continuous access to the collective intelligence of this broad network of contributors,a dedicated platform and methodology were required to analy

115、se and address the interconnected global challenges that were at the heart of this network.In 2017,the World Economic Forum launched the SI Platform to bring together a wide range of data and insights from experts,policy-makers and stakeholders.The platform uses advanced tools and techniques to iden

116、tify emerging trends and assess risks,enabling users to create informed solutions.Using a systems thinking approach,the platform identifies potential leverage points for positive change and helps decision-makers predict and adapt to the constantly changing global landscape through scenario planning,

117、modelling and simulation.It provides organizations with a more nuanced and holistic understanding of complex global issues and their interconnectedness,enabling decision-makers to develop more effective and sustainable solutions.As showcased in the use cases that follow,the SI Platform offers great

118、potential in the educational realm.It helps learners to approach problems in a more systematic and holistic way,leading to better decision-making skills in various aspects of their lives.Exposure to these tools also prepares learners for the demands of the 21st-century workforce,where innovation,pro

119、blem-solving and critical thinking skills are highly valued.2.3 Systems thinking and the evolution of the Strategic Intelligence PlatformSource:UNITAR The SI Platform helps learners to approach problems in a more systematic and holistic way,leading to better decision-making skills in various aspects

120、 of their lives.Innovative Learning Solutions to Navigate Complexity14Learning institutions and the strategic intelligence framework3The following case studies can provide learning institutions with strategies and inspiration regarding how to foster systems thinking skills using strategic intelligen

121、ce.To align with current research and knowledge,these case studies were collected and categorized based on their emphasis on essential future-ready aptitudes.These were divided into skills and abilities and attitudes and values.This chart synthesizes the data collected with aptitudes from Education

122、4.0:A Taxonomy,as illustrated in Figure 2.Since all the case studies involve traditional forms of knowledge and related learning methods,this aptitude is not included in the chart.From Complexity to Clarity:Solutions to Future-Proof Learning Through Systems Thinking15LevelAdultPostgraduateUndergradu

123、ateSecondary levelDomainPublic policyManagementSustainabilityCommunication studiesBusinessBusinessCareer developmentSocial studiesInstitutionNational School of Government,Pretoria,South AfricaUniversity of Lisbon,Lisbon,PortugalUniversity of Limerick,Kemmy Business School,Limerick,IrelandRiga Stradi

124、 University,Riga,LativiaUniversidad Panamericana,Mexico City,MexicoThe American University in Cairo,Cairo,EgyptChadwick International School(IB),Incheon,South KoreaShepaug Valley School,Connecticut,USASkills and abilities developed in case studyAnalytical thinking:Involves breaking down complex info

125、rmation into its parts to understand its underlying structureProblem-solving:The process of designing,evaluating and implementing a strategy to answer a question of achieve a desired goalCommunication and collaboration:The ability to articulate complex ideas and convey information to others to solve

126、 complex problemsCreativity and innovation:Involves identifying new and innovative ways to address complex problemsForesight:Awareness of trends and patterns to anticipate future trends,and ability to apply that knowledge to make informed,proactive decisionsCritical thinking:Involves evaluating info

127、rmation and making judgements based on research and evidenceReflection:A process of describing learning,how it changed,and how it might relate to future learning experiencesAttitudes and values developed in case studyEmpathy:Ability to consider how different elements of a system impact one another,w

128、hich requires an understanding of other perspectivesOpen-mindedness:Involves approaching problems considering different perspectives and possibilitiesCuriosity:A strong desire to know or learn and encourage asking questions and exploring different aspects of problems or systemsAdaptability:The abili

129、ty to adjust and modify ones approach as new information becomes available or as circumstances changeCase studies and the top five aptitudes they cultivateTABLE 1From Complexity to Clarity:Solutions to Future-Proof Learning Through Systems Thinking16Learning objectiveLearners will build policy devel

130、opment skills and demonstrate progress towards the achievement of the SDGs for South Africa through awareness-building and the creation of effective SDG policy pitches.Learning activities and proceduresAs a first step,groups were thematically assigned by SDG:energy(SDG 7),employment(SDG 8)or educati

131、on(SDG 4).Participants were then provided with five days of training.This included a project briefing and strategic intelligence onboarding,an introduction to methodologies in developing policy proposals,policy-brief writing and composition and policy pitching.In this training,participants had lectu

132、res and a Q&A session with both local and international thematic experts in energy(SDG 7),employment(SDG 8)and education(SDG 4).Groups then worked collaboratively on developing policy pitches and were provided access to several tools,like the SI Platform and mentors for guidance and advice.Participa

133、nts submitted drafts of their pitches,received feedback and then produced a final policy pitch.The best pitch received a prize.Outcomes and impactThis course enhanced research and policy-pitching skills and promoted SDG awareness and systems thinking.This contributed to enhancing individual skills a

134、nd institutional capacity-building,strengthening governance and achieving positiveeconomic,social,political and environmental impacts,leading to a more sustainable trajectory for the country.Curator and Institution:Bongani Mayimele,Director for International Relations and Partnerships,National Schoo

135、l of Government,Republic of South Africa;Bryonie Guthrie,Strategic Intelligence,World Economic Forum;Willem Fourie,Associate Professor,University of Pretoria;Simone Smit,Head of Exploration,United Nations Development Programmes Accelerator LabSubject(s):Public policy and the Sustainable Development

136、Goals(SDGs)Relevant SI feature:Strategic Intelligence Premium features:“Monitor”,“Create Map”,“Advanced Dynamic Briefing”;SDG transformation mapsLearner level:Adult learners,government official traineesTime allotment:Five training days and a total of one month to develop pitchesAssessment:Summative

137、assessment policy pitchContext:The National School of Government in South Africa is responsible for training government employees and offering regional training.While prioritizing the SDGs is essential,achieving them has proven to be challenging due to growing complexity and uncertainty.To achieve t

138、he SDGs,responsive policies and implementation capabilities were recognized as a need.Also,it was noted that institutions need access to high-quality information,knowledge and expertise to forecast the future,identify trends,benchmark good practice,make informed decisions and avoid costly mistakes.D

139、eveloping countries are more impacted by the SDGs and require resources,like the SI Platform,to understand and adopt policies to support the achievement of the SDGs.Therefore,SI was included in the training of government trainees through this new programme.Interns in government ministries in South A

140、frica are not employed permanently but rather hired on a short-term basis to upskill and train to make them more employable on the open job market.SummaryCASE STUDY 1Public policy SDG-focused policy developmentInnovative Learning Solutions to Navigate Complexity17Curator and Institution:Lsma estere,

141、Riga Stradi University,Riga,LatviaSubject(s):New media and net societyRelevant SI feature:Transformation maps and SI Premium feature:“Create Map”Learner level:Postgraduate masters classTime allotment:One session of 3 hoursAssessment:Summative reflection essay and presentation of findingContext:Stude

142、nts have taken a media theory prerequisite class.As an introductory activity before this session,students were introduced to mapping and practised the skill by looking at the largest donors to political parties and highlighting their relationships with other parties,focusing on donors that allocated

143、 1,000 and more over the year.After this activity,they were provided with technical instructions on using the World Economic Forum SI Platforms advanced features,like the“Create Map”and“Monitor”tools.SummaryCASE STUDY 2Communications studies Exploring Latvian political parties using digital toolsMap

144、ping Latvian parties political agendasFIGURE 6Normunds Osits 020568-*Gatis Brancs 260887-*Margarita KraucJekabs Bimanis 020592-*Guntis Gailitis 270261-*Dagnis Reinsons 090373-*Indulis Skibelis 301050-*Dace Timermane 291078-*Aleksandrs Blohins 310559-*Raimonds Miltins 250376-*Ilze Sokolovska 311270-*

145、Vilis Levcenoks 220148-*Maris Plavins 050651-*Janis Dinevics 240748-*Augusts Brigmanis 190752-*Janis Bordans 210667-*Aivars Geidans 300KonservativieAnita Muizniece 271187-*Gatis Eglitis 041278-*Ugis Zilaisgailis 070661-*Inese Levcenoka 250655-*Edgars Tavars 120882-*Mintauts Buskevics 160866-*Zalo un

146、 Zemnieku savienibaJanis Butans 051178-*Talis Linkaits 180870-*Krisjanis Feldmans 110285-*Iveta Sabule 230260-*Sandis Riekstins 27Juris Rancans 280177-*Evita Zalite-Grosa 290869-*Dzintra Kusina 041164-*Liga Kozlovska 221157-*Nellija Martjucenko 220645-*Source:Riga Stradi UniversityInnovative Learnin

147、g Solutions to Navigate Complexity18Learning objectiveStudents will be able to identify the primary beliefs and values of political parties running for election in the 2022 Latvian Saeima(parliament)elections through developing digital literacy,and they will demonstrate how these issues relate to gl

148、obal topics using the Forum transformation maps.Learning activities and proceduresThe instructor should introduce the Latvian parliament elections and explain the importance of understanding political platforms and their global context.Students are then placed in groups and assigned a specific party

149、 to research using reliable sources provided by the teacher,discovered independently or by using the SI Platforms advanced“Monitor”feature.The following guiding questions are provided:What are the beliefs and values of specific political parties running for election to the Saeima?How relevant are th

150、ese issues in the world,and what other issues are they related to?Students should then create a comprehensive transformation map showcasing beliefs,values and interconnections between parties and global topics similar to the map shown in Figure 7.The activity concludes with the students presenting t

151、heir maps and writing a reflection about their own transformation through this process and how digital tools can be used to better understand complex systems like politics.Outcomes and impactShort-term outcomes include students being able to understand the complexities of political parties and their

152、 platforms,and as an impact,they are better prepared to engage in civic participation and comprehend the global political landscape.This knowledge prepares them to vote responsibly and enact positive change in their communities.Additionally,students will learn how to use digital tools effectively an

153、d how to apply specific properties of new media to their communication practice,planning and management.This proficiency in multimedia and network structures will enable them to communicate effectively online.Progressive party agenda,LatviaFIGURE 7Source:Riga Stradi UniversityInnovative Learning Sol

154、utions to Navigate Complexity19Curator and institution:Rahmin Bender-Salazar,University of Exeter guest lecture,EnglandSubject(s):Circular economy,systems thinking,design thinking,entrepreneurshipRelevant SI feature:Transformation maps:Circular EconomyLearner level:Masters class Time allotment:1-hou

155、r sessionAssessment:Formative assessment experiential workshop followed by Q&AContext:This lesson was a masters level guest lecture for a cohort of students engaged in a circular economy course at Exeter Business School.The purpose of this workshop/guest lecture is to introduce the circular economy

156、strategic intelligence map,both its creation process and its content,to challenge students as potential circular entrepreneurs.SummaryCASE STUDY 3Sustainability Unlocking entrepreneurial opportunities through systems and design thinkingLearning objectiveLearners will be able to combine,recombine,dis

157、mantle and rethink concepts to generate new ideas aimed at solving social and ecological issues through circular solutions.Learning activities and proceduresIn this activity,the instructor should introduce and/or re-introduce learners to the basics of concepts of entrepreneurship,circular economy,sy

158、stems thinking and design thinking.Then,the instructor should focus on combining these concepts to help learners consider how they would place ideas in context,innovate and ultimately solve social and ecological problems within systems.This will be conducted as a collaborative experiential workshop,

159、where learners will work on zooming in(design thinking)and zooming out(systems thinking)to reflect on what interventions and ventures could impact these interconnected,interdependent and dynamic elements of the circular economy.Outcomes and impactThe short-term outcomes of this lesson are for learne

160、rs to gain a basic understanding of entrepreneurship,circular economy,systems thinking and design thinking,as well as experiential workshop practices.This workshop also promotes critical thinking and helps to develop students skills in combining,recombining,dismantling and rethinking concepts to gen

161、erate new ideas aimed at solving social and economic issues through circular solutions.The long-term impacts are for learners to develop the ability to think creatively and innovatively in addressing complex problems in the circular economy.They will also be able to apply systems thinking and design

162、 thinking to their future endeavours as circular entrepreneurs,as well as make informed decisions and contribute to sustainable development.Circular economy transformation mapFIGURE 8Source:World Economic ForumInnovative Learning Solutions to Navigate Complexity20Curator and Institution:Paulo Carval

163、ho,ISEG,Lisbon School of Economics and Management,University of Lisbon,Portugal;Olivier Woeffray,World Economic ForumSubject(s):Business,strategy,innovationRelevant SI feature:“Discover”(briefing on topic for the client case mobilized for the module,i.e.future of tourism)and SI Premium feature“Creat

164、e Map”(creation of your custom map based on priorities of the user)Learner level:Executive training and MBA level Time allotment:2-hour sessionAssessment:A formative simulation assignment Context:Both in the MBA and executive programme,this is an introductory session of the module focusing on foresi

165、ght.Learners might have previous knowledge of core business skills but have no previous formal learning in foresight.SummaryCASE STUDY 4Management Futures,strategic design and innovationLearning objectiveLearners will be able to demonstrate what horizon scanning means and use the digital tools and p

166、latforms available to build a skill set and toolbox in strategic foresight,allowing them to improve the competitive positioning of organizations and use these as inputs to identify new growth opportunities,promote strategic agility and design innovation strategies and projects.Learning activities an

167、d proceduresThe session opens with a lecture/briefing on strategic intelligence and scenario planning and unpacks the main concepts,theories and frameworks that are useful for practising foresight.The module session specifically focuses on horizon scanning,which is the initial step in the process th

168、at involves detecting changes,interpreting their meaning and ultimately integrating these insights into decision-making,strategy or innovation processes.This should be followed by a discussion on foresight and the basics of this approach.The instructor then showcases strategies for mobilizing the st

169、rategic intelligence tool for identifying key driving forces,complementing this with other sources.Finally,the class should participate in a simulation where participants are given a specific case and work in groups to categorize the driving forces based on given frameworks(e.g.signals,trends,megatr

170、ends,wild cards,uncertainties etc.).They do this by mobilizing strategic intelligence in a horizon-scanning exercise and sharing their outputs in a presentation.Outcomes and impactThe results and influence of this module are that learners gain knowledge about the SI Platform,scenario planning and fo

171、resight.For instance,it demonstrates how to effectively employ systems thinking and interconnectedness while systematically examining broader contextual elements.This module establishes a strong link between theoretical principles and practical tools and equips students with the ability to use those

172、 tools in their future practice,contributing to a more innovative and adaptive workforce.Innovative Learning Solutions to Navigate Complexity21Curator and Institution:Moataz Darwish,Professor of Practice,School of Business,The American University in Cairo,EgyptSubject(s):Corporate entrepreneurship,c

173、orporate innovation and scenario planningRelevant SI feature:Transformation maps and dynamic knowledge feed Learner level:Undergraduate studentsTime allotment:Four 1-hour sessionsAssessment:Summative.The concepts and maps are embedded in the final project of the course.Context:In previous sessions,l

174、earners have been exposed to the concept of corporate entrepreneurship and innovation and focused on disruptive innovation theory in prior classes.The course covers the three horizons of innovation,and these sessions focus on the third stage.In that context,the course introduces the scenario plannin

175、g tool as a method to explore the future and better strategize and innovate.SummaryCASE STUDY 5Business Corporate entrepreneurshipLearning objectiveLearners will be able to understand and analyse concept scenarios and systemic driving forces and recommend innovative solutions in a summative project

176、presentation.Learning activities and proceduresIn this module,the instructor should lead discussions on scenario concepts by exploring their origins and reviewing different cases.The instructor should explain the scenario process and go through the stepswitha red thread case,covering drivingforces a

177、nd usingthe Forums strategic intelligence maps.The class would then examine scenarios from literature,including the World Economic Forum Food Systems Scenarios as the main features case,as a group.Teams of students will then be assigned case studies selected from a pool of big tech companies.Teams a

178、re asked toanalyse their selected companies from a corporate innovation perspective and recommend future long-term disruptive innovation proposals.They are encouraged to use the World Economic Forum Global Risks Report 2023 and transformation maps in the process.Teams should then present their findi

179、ngs to the class at the end of the semester as a summative assessment.Outcomes and impactThe module outcomes include knowledge enhancement and the development of research and critical thinking skills.The course covers corporate entrepreneurship,innovation,scenario planning and Forum strategic intell

180、igence maps,providing a solid foundation in these areas.In the long term,learners will have the ability to develop insights into disruptive innovation,scenario planning and options-based thinking,aiding them in making well-informed decisions in uncertain situations.Knowledge feed,food securityFIGURE

181、 9Source:World Economic ForumInnovative Learning Solutions to Navigate Complexity22Curator and institution:Alberto Gamez,Universidad Panamericana,Campus GDL,Mexico Subject(s):International market intelligenceRelevant SI feature:Country transformation maps Learner level:Undergraduate programme in int

182、ernational businessTime allotment:Two sessions of 1.5 hoursAssessment:Interim assessment presentation of 3-5 minutes.Context:In previous sessions,students were taught several tools such as a political,economic,sociological,technological,legal and environmental(PESTLE)analysis,a strengths,weaknesses,

183、opportunities,and threats(SWOT)analysis,and Porters five forces analysis in classroom activities or via flipped classroom methods.The project interim assessment presentation will help support students in their summative assessment,which combines their presentation insights and other research in a ma

184、rket intelligence final paper for a specific product.SummaryCASE STUDY 6Business PESTLE analysis and market intelligenceLearning objectiveLearners applied their knowledge of international market features through a PESTLE analysis and conducted a benchmarking analysis to enable students to assess the

185、 feasibility of exporting a product to a given international market.Learning activities and proceduresIn this learning activity,the professor reviewed a finished PESTLE analysis to reinforce previous theoretical knowledge and then introduced the SI Platform by demonstrating its functionality with an

186、 example country map.The class was then divided into groups of three or four and assigned a product made in Mexico with export potential and three markets to assess using the PESTLE analysis.Students used the SI tool to gather ideas for each variable within the analysis,and the professor supervised

187、their progress by asking specific questions and/or requesting proof of their investigation efforts.Once the activity ended,the groups discussed which market offered the most feasibility and justified their selection to connect their results to their understanding of the analysis tool and their learn

188、ing outcomes.Students then shared their results with the class and explained their difficulties obtaining information and how the SI tool helped them.The professor asked the group to identify three relevant outcomes from the activity to promote metacognition and reinforce the concepts usefulness in

189、business analysis.Outcomes and impactThe short-term outcomes of the lesson were that learners gained knowledge about different analytical and digital tools to support assessing product exports in international markets.In the long term,students benefit from a skill set that enables them to make infor

190、med decisions and develop strategies to adapt to changing market conditions,reduce risk and improve their competitiveness.By understanding the market as a complex system that involves political,economic,social,technological,legal and environmental factors,they learn to identify opportunities and thr

191、eats and respond accordingly.This can help them better position their brand,set achievable growth targets and increase productivity.Additionally,it can help them assess the validity of their existing products and services and identify areas for improvement or expansion,as well as define new product

192、development opportunities.Students benefit from a skill set that enables them to make informed decisions and develop strategies to adapt to changing market conditions,reduce risk and improve their competitiveness.Innovative Learning Solutions to Navigate Complexity23Curator and institution:Jason Rea

193、gin,Chadwick International School(IB schools)Subject(s):Career planning,future career-ready skillsRelevant SI feature:Four transformation maps:Digital Identity,Fourth Industrial Revolution,Future of Work,and SDG 8:Decent Work and Economic Growth.Learner level:Second-level career programme studentsTi

194、me allotment:4-6 hoursAssessment:Formative assessment project,essay or presentation Context:Students in IB schools use approaches to learning(ATL)skills throughout their time in IB schools.There is some form of ATL in each of the four IB programmes.ATL skills are basically any skills that students n

195、eed to develop to be successful.This can vary from communication and collaboration skills to creativity and innovation skills.SummaryCASE STUDY 7Career development Developing a future-proof careerLearning objectiveLearners will be able to use inquiry-based learning,act and reflect on their explorato

196、ry experience to identify and predict the essential career-ready skills that will be relevant to their future careers.Learning activities and proceduresIn this learning activity,the educator should begin by presenting students with a set of inquiry questions for them to ask themselves while working

197、through the project,like“How are my future career opportunities shaped by current events?”The educator would then provide four pre-selected topics from the strategic intelligence transformation repertoire as a starting point for the learners.These topics include digital identity,the fourth industria

198、l revolution,workforce and employment,and SDG 8.This helps students become familiar with the transformation map tool and explore the research question provided.The lesson should end with a reflective component for each project,where students reflect on how they used the tool in their research,make p

199、redictions about potential future industries based on reviewing the key and related topics,and,more specifically,what skills they should build to be career-ready in the future.Outcomes and impactThis lesson builds skills in inquiry-based learning through the use of the strategic intelligence transfo

200、rmation map.It helps second-level career programme students identify and predict the essential skills relevant to their future careers.By encouraging critical thinking and research skills,students become more prepared and competitive in the job market,adapt to new challenges and make informed decisi

201、ons about their education and career paths.The short-term outcomes are the development of research and critical thinking skills,while the long-term impacts are increased career readiness and adaptability in a dynamic job market.The reflective component of the lesson will encourage students to think

202、about how to apply what they have learned to their own career planning and development.Innovative Learning Solutions to Navigate Complexity24Future of work transformation mapFIGURE 10Curator and institution:Wendy Youngblood,EdD,Shepaug Valley School,Connecticut,USASubject(s):African American/Black a

203、nd Puerto Rican/Latino Studies Relevant SI feature:Transformation maps and Strategic Intelligence Premium feature:“Create Map”Learner level:High school,grades 11-12Time allotment:Two weeks,1.5 hours/dayAssessment:Summative essay answering“What should the status of Puerto Rico be?”Context:African Ame

204、rican and Latino Studies is a year-long class,and this is one unit in the second semester of the class.Students have had instruction in informative and argumentative essay writing and have also taken classes in Western Studies,American Studies and Modern World History.SummaryCASE STUDY 8Social studi

205、es Unpacking Puerto Ricos political status:crafting an argumentative essaySource:World Economic ForumInnovative Learning Solutions to Navigate Complexity25Learning objectiveStudents will be able to analyse the complex issue of Puerto Ricos political status and develop a well-supported argument by cr

206、eating an essay map using the Forums transformation map tool.Through this process,students explore various political,economic and social issues relevant to Puerto Ricos status and develop a claim based on their analysis.Learning activities and proceduresStudents are tasked with researching and formu

207、lating a stance on Puerto Ricos political status.This includes deciding whether it should become the 51st US state,gain full independence or retain its position as an unincorporated territory of the United States.This unit will guide students through a step-by-step process to explore Puerto Ricos ec

208、onomic,political and social landscape,as well as its global context.Students should start by accessing reliable sources provided by the teacher,such as the World Economic Forums Latin America transformation map and related publications.Through research,students should identify various political,econ

209、omic and social issues relevant to Puerto Ricos status.Using the transformation map tool,they should create their own maps that illustrate the key issues and related topics they discovered.They should then turn their maps into an essay by:1.Writing an introductory paragraph based on the“main topic”d

210、escription section of their transformation maps2.Identifying and explaining key issues as supporting paragraphs.To ensure a strong argument,students should also include five or six related topics as contributing forces supporting their claim.Outcomes and impactIn the short and medium term,this lesso

211、n will help students develop research skills and understand Puerto Ricos economic,political and social landscape.This lesson fosters critical thinking and argumentative writing skills,which will provide learners with a strong foundation for engaging in informed decision-making and advocacy related t

212、o complex issues.Ultimately,these skills will enable students to deepen their understanding of the importance of global issues and the role of research and analysis in understanding complex,interconnected problems.“Create Map”feature,Strategic IntelligenceFIGURE 11Source:Strategic Intelligence,World

213、 Economic ForumInnovative Learning Solutions to Navigate Complexity26Looking to the future4The use of generative AI in education has the potential to both hinder and enhance the development of critical thinking,analytical,and problem-solving skills.As seen in the“developing a future-proof career”cas

214、e study,a systems thinking approach to developing skills,abilities,attitudes and values can contribute to building a future-ready workforce.Students of the 1990s were not prepared for the skills required of the post-1998 Google revolution.While predicting the creation of Google itself could not have

215、 been expected,a horizon scan could have better prepared students with the aptitudes necessary for moving from an industrial society to an information society.A big change to be expected,according to Nishant Singh,Fulbright Scholar and Strategic Projects Coordinator at the Harvard Centre for Interna

216、tional Development,USA,is that“students will no longer be asked what they want to be when they grow up,but rather what they want to do when they grow up”.Teaching systems thinking in classrooms will empower students to develop skills to identify various leverage points in evolving societies where th

217、ey can contribute meaningfully based on their strengths and passions.In doing so,they can grasp the broader influence their contributions may have within the extensive systems that encompass communities,societies and nations.A skills-first approach prioritizes ability over job history and academic c

218、ertificates and is seen as an important tool in bringing in new talent,improving workplace equity and addressing job shortages.Many more people,who might not have come up through traditional pathways,will be able to access the workplace and greater opportunities,empowerment and economic equity.4.1 W

219、hat do you want to be when you grow up?Or notInnovative Learning Solutions to Navigate Complexity27Rahmin Bender-Salazar,Founder of Creativo and Assistant Professor at the University of Limerick,is developing a module called“Strategic Foresight and Systems Change(SFSC)”,which reimagines traditional

220、education.His class rejects the notion of preparing students for the known world but instead takes a more proactive approach and emphasizes envisioning and adapting to the potential future world.The course focuses on addressing“wicked problems”in the context of the UN SDGs using future thinking and

221、system change tools like SI and others.Learners collaborate in a non-traditional studio-based environment,emphasizing intervention before solutions and working towards sustainable,equitable and inclusive futures.By the end of the course,learners are expected to understand complex challenges from a s

222、ystems perspective and apply methods from systems dynamics,strategic foresight and design science to frame interventions and change strategies.This module,fuelled by systems thinking,fosters imagination and curiosity,an aptitude recognized in the Education 4.0 Taxonomy.As individuals gain insights i

223、nto the complexities of a system,they become more open to reevaluating their assumptions and considering novel approaches.This mindset encourages a culture of curiosity and the development of imaginative,innovative and effective strategies to address complex problems.Modules such as this,which are b

224、oth disruptive and innovative,can serve as a model to education and policy institutions looking to update practices in the classroom and future-proof their curricula and teaching methodologies.Traditionally,people have turned to higher education to acquire the knowledge and skills to succeed in the

225、world as it exists.The challenge today is that,because of generative AI,the world will exist in a radically different way tomorrow and again the day after.Therefore,educating people for reinvention in this fluid context will require the reinvention of higher education itself.In the context of system

226、s thinking,the use of generative AI in education can be both reductionist or holistic,contingent on how students and educators incorporate these tools into the learning processes.Recognizing this distinction is vital,as over-reliance on generative AI might hinder the development of critical thinking

227、,analytical and problem-solving skills.For example,when students use generative AI to assist with specific tasks,such as generating ideas,solving problems or creating content,the AI model reduces complexity,leaving the learner unaware of the multiple components at play.Conversely,generative AI has t

228、he potential to address complex problems and transform education in multiple positive ways.AI can adapt content and methods to individual needs,personalizing learning and therefore promoting knowledge retention and understanding.It can create high-quality content for all,enhancing global access to e

229、ducation and addressing inequities in socioeconomic backgrounds.13 AI tutors can offer real-time feedback and guidance,supporting learning within the broader context of interconnected knowledge domains.It can also help analyse complex systems through simulation,enabling learners and educators to exp

230、lore scenarios and comprehend interdependencies and dynamics.AIs reinvention of the workplace will be ongoing,too.People will have to reinvent their roles to keep ahead of these evolving technologies,make the best use of their strengths,accommodate their weaknesses and work with them productively.It

231、 will be necessary to upskill and reskill on a continuous basis.However,to employ generative AI ethically and sustainably in education,users should grasp how these complex models function,especially with regards to the impact of different approaches on learning within a systems thinking framework.Em

232、phasizing the importance of a hybrid intelligence model,where generative AI advantages merge with human expertise and insights,can help provide enriching learning experiences.4.2 The classes of tomorrow4.3 The role of generative AI People will have to reinvent their roles to keep ahead of these evol

233、ving technologies,make the best use of their strengths,accommodate their weaknesses and work with them productively.Innovative Learning Solutions to Navigate Complexity28Conclusion and recommendationsIntegrating systems thinking into education prepares a future-ready generation with skill sets that

234、equip them to tackle the challenges of a rapidly changing world.Based on the case studies and research presented in this paper,it is recommended that teachers and/or learning institutions do the following:Build educators capacity in systems thinking tools and innovative lesson and curricular plannin

235、g through workshops,training programmes and knowledge exchange loops.These capacity-building efforts could focus on areas like using hybrid intelligence models that merge AI with human expertise.Develop and expand college credit or micro-credentials to train young and adult learners to understand an

236、d use systems thinking methodologies and tools for developing their skills and jobs.Initiate a community of practice and knowledge networks among educators and learners at the regional or city level to scale successful use cases.Provide media literacy training programmes for educators,embed cross-cu

237、rricular media literacy skills using systems thinking frameworks and encourage a hybrid model where media literacy skills are augmented by technology rather than replaced with technology.Shift teaching and training from solution-ledto problem-led learning methodologies to encourage critical reflecti

238、on by emphasizing the need to identify underlying problems before seeking solutions.This approach leads to better decision-making,more effective resource allocation,and increased creativity and innovation.Adopt a dynamic approach to learning by restructuring curricula to integrate interdisciplinary

239、projects or discussions and offer courses that emphasize connections between disciplines instead of promoting traditional,siloed subjects.Place less focus on standardized testing to measure student abilities and instead develop practical assessments that measure students ability to apply their knowl

240、edge and skills in real-world situations through systems thinking methodologies.Equip learners with foresight and scenario-planning skills to explore potential career paths and identify the skills needed to succeed in those careers.This gives students the agency to plan for their futures and stay ah

241、ead of emerging trends in the job market.Systems tend to resist modifications in a manner akin to how the human immune system repels foreign substances.14 Essentially,when a system undergoes a change,it consistently strives to return to its original state.This inherent behaviour of systems clarifies

242、 why many innovations and interventions fail to become widespread beyond their initial pilot locations.To achieve any substantial impact,it is necessary to account for the numerous counteracting forces that will work to restore the system to its former state.Essentially,systems thinking methodologie

243、s should be used to integrate systems thinking in the classroom.Implementing the recommendations,suited and modified per context,can reignite imagination,creativity and innovation in the classroom,making learning enjoyable and fulfilling for students.Innovative Learning Solutions to Navigate Complex

244、ity29AppendixA1 Key definitionsKey wordDefinitionComplexityThe difficulty involved in understanding,analysing or describing a system,process or phenomenon.Complexity can arise from various sources,such as the number of components or variables involved,the interconnectivity between those components o

245、r variables,the dynamic nature of the system,the degree of uncertainty or randomness in the system and the level of abstraction or detail required to capture its essential features.Systems thinkingAn approach to problem-solving that emphasizes understanding the relationships and interactions among t

246、he components of a system rather than focusing on the individual components in isolation.By looking at a system as a whole and examining how the different parts work together,systems thinking can help individuals better understand complex systems.SI PlatformA World Economic Forum platform that provi

247、des interactive digital systems thinking tools for exploring insights and analysis on global trends and issues.It is designed to help businesses,governments and other organizations make informed decisions about the future.InfodemicThe flood of misinformation,conspiracy ideologies,and fearmongering t

248、hat comes as a result of uncertainty.15 Leverage pointsLeverage points are strategic places within a system where a small change or intervention can produce significant and lasting effects on the entire systems behaviour.They are the critical points that,when adjusted or modified,can lead to substan

249、tial shifts in the overall performance or structure of the system.In the context of complex systems,like social,economic or environmental systems,leverage points can help identify effective ways to intervene and create positive change.Feedback loopsClosed chains of cause-and-effect relationships tha

250、t involve stocks(accumulations or resources),flows(rates of change)and rules or actions that determine how the system responds to changes in stock levels.Reinforcing loops amplify change,while balancing loops work to counteract or resist change,thereby promoting stability within the system.16 Innova

251、tive Learning Solutions to Navigate Complexity30A2 MethodologyInstructional PlanName of Lesson/UnitCurated by:_(Name,Institution)Summary1.Subject(s):(Language Arts,History,Science,Manufacturing,etc)2.Topic or Unit of Study:(Global Water Crisis,Safe Internet Behavior,etc)3.Relevant SI Feature:(Circul

252、ar Economy Transformation Map,Modern Slavery EarthTime Story,etc)4.Grade/Level:(Primary Students,Masters Class,Newly Onboarded Employee,etc)5.Key Skills Being Developed:(News Literacy,Future Planning,Critical Thinking,etc)6.Time Allotment:(60 Minutes,3-Day Training Module,30-day unit,etc)Learning Pl

253、anObjective(Learners will be able to)World Economic Forum tip:A good objective should provide a measurable and observablebehavior,and describe the degree in which the learner will performContext&Purpose(100 Words or less)Method/ProcedureOpening Activity(Teacher Lecture,etc)(Break-Out Groups,etc)Clos

254、ing Activity(Could be an assessment,an exit slip,etc)WEF Tip:For opening,try to“hook”the learner-engage in an activity to spark curiosity or interestMaterials&Resources(Internet,Computer,Video Clip,Worksheet,Poster Board)Assessment(s)Formative:(Graded or ungraded assessment of a concept,sometimes us

255、ed as a benchmark assignment)Interim:(Graded assessment on several concepts within unit)Summative:(Graded assessment of unit mastery through final essay,project,test,etc.)1Innovative Learning Solutions to Navigate Complexity31ContributorsAcknowledgementsLead author Breanne PittResearch Fellow,Strate

256、gic Intelligence,World Economic Forum;PhD Candidate Trinity College DublinWorld Economic ForumAbhinav ChughContent and Partnerships Lead,Expert Network and Content Partners,Strategic IntelligenceJames LandaleHead,Content and Partnerships,Strategic IntelligenceStephan MergenthalerHead,Strategic Intel

257、ligence;Member of the Executive CommitteeTrinity College Dublin expresses gratitude to the Science Foundation Ireland Centre for Research Training in Digitally-Enhanced Reality(d-real),Provost Linda Doyle for her contribution to the foreword and doctoral supervisor Mads Haahr.Contributing expertsRah

258、min Bender-SalazarAssistant Professor,University of LimerickTissione ParmarTeam Lead,Learning Solutions,United Nations Institute for Training and Research(UNITAR)Nishant SinghStrategic Projects Coordinator,Harvard Centre for International DevelopmentCase study contributorsPaulo CarvalhoAssociate Pro

259、fessor at ISEG,Lisbon School of Economics&Management Moataz Darwish Professor of Practice,School of Business,The American University in CairoWillem FourieAssociate Professor,University of Pretoria Alberto GamezUniversidad Panamericana,Campus GDLBryonie GuthriePublic Sector Engagement Lead,Strategic

260、Intelligence,World Economic ForumBongani MayimeleDirector,International Relations and Partnerships,National School of GovernmentJason ReaginIBCP Coordinator and MYP Design Educator,Chadwick International SchoolLsma estereLecturer,Rga Stradi University Simone SmitHead,Exploration,United Nations Devel

261、opment Programmes Accelerator Lab Olivier WoeffrayPractice Lead,Strategic Intelligence,World Economic ForumWendy YoungbloodSocial Studies and Humanities Instructor,Shepaug Valley SchoolProductionLaurence DenmarkCreative Director,Studio MikoSophie EbbageDesigner,Studio MikoMartha HowlettEditor,Studio

262、 MikoInnovative Learning Solutions to Navigate Complexity32Endnotes1.Rollins,J.,“Part of a Whole:The Interdependence of the Civil Rights Movement and Other Social Movements”,Phylon,vol.47,no.1,1986,pp.61-70,https:/doi.org/10.2307/274695.2.Lessenski,M.,How It Started,How It is Going:Media Literacy In

263、dex 2022,European Policies Initiative,2022,https:/osis.bg/wp-content/uploads/2022/10/HowItStarted_MediaLiteracyIndex2022_ENG_.pdf.3.Olsen,B.and D.Sexton,“Threat Rigidity,School Reform,and How Teachers View Their Work Inside Current Education Policy Contexts”,American Educational Research Journal,vol

264、.46,issue 1,2009,pp.9-44,https:/doi.org/10.3102/0002831208320573.4.Rzevski,G.,“Complexity as the defining feature of the 21st century”,International Journal of Design&Nature and Ecodynamics,vol.10,issue 3,2015,pp.191-198.5.Jacobson,Michael,“Complex systems in education:Scientific and educational imp

265、ortance and implications for the learning sciences”,Journal Of The Learning Sciences,vol.15,2006,pp.11-34.6.Koenitz,H.,Understanding Interactive Digital Narrative:Immersive Expressions for a Complex Time,1st edition,Routledge,2023,https:/doi.org/10.4324/9781003106425.7.Beutel,A.,P.Covington,S.Jain,C

266、.Xu,J.Li,V.Gatto and E.H.Chi,“Latent cross:Making use of context in recurrent recommender systems”in Proceedings of the Eleventh ACM International Conference on Web Search and Data Mining,Association for Computing Machinery,2018,pp.46-54.8.Nguyen,T.T,Q.V.H Nguyen,D.T Nguyen,D.T Nguyen et al.,“Deep l

267、earning for deepfakes creation and detection:A survey”,Computer Vision and Image Understanding,vol.223,2022.9.McLean,S.,et al.,“Beyond the tip of the iceberg:using systems archetypes to understand common and recurring issues in sports coaching”,Frontiers in Sports and Active Living,vol.1,2019.10.Soa

268、res,J.,“The Cold War on Ice”,The Brown Journal of World Affairs,vol.14,no.2,pp.77-87,http:/www.jstor.org/stable/24590715.11.Von Bertalanffy,L.,“The History and Status of General Systems Theory”,The Academy of Management Journal,vol.15,no.4,1972,pp.407-426.12.Forrester,J.W.,“Industrial dynamicsafter

269、the first decade”,Management Science,vol.14,no.7,1968,pp.398-415.13.“Artificial intelligence in education”,UNESCO,n.d.,https:/www.unesco.org/en/digital-education/artificial-intelligence.14.Salisbury,D.F.,Five technologies for educational change:Systems thinking,systems design,quality science,change

270、management,instructional technology,Educational Technology,1996.15.Roth,C.and Dacanay,J.,“Ares 2036:Exploring the Space of Rapid Prototyping for Transformative Interactive Storytelling”in Interactive Storytelling,edited by A-G Bosser,D.E Millard and C.Hargood,C.,Springer,pp.344-348,https:/doi.org/10

271、.1007/978-3-030-62516-0_32.16.Meadows,D.H.,Thinking in systems,Earthscan,2009.Innovative Learning Solutions to Navigate Complexity33World Economic Forum9193 route de la CapiteCH-1223 Cologny/GenevaSwitzerland Tel.:+41(0)22 869 1212Fax:+41(0)22 786 2744contactweforum.orgwww.weforum.orgThe World Economic Forum,committed to improving the state of the world,is the International Organization for Public-Private Cooperation.The Forum engages the foremost political,business and other leaders of society to shape global,regional and industry agendas.