Human-centered systems thinking in technology-enhanced sustainable and inclusive architectural design

Avsec, Stanislav (author), Jagiełło-Kowalczyk, Magdalena (author), Żabicka, Agnieszka (author), Gawlak, Agata (author), Gil-Mastalerczyk, Joanna (author)

Human-centered systems thinking (HCST) can be seen as a promising enabler of effective Industry 5.0. This study primarily examined whether architecture students consider themselves systems thinkers and how this affects their design thinking, digital competency, and engagement in sustainable and inclusive design practices. Next, this study also examined the students’ HCST profiles, their stability, and the roles of digital competency, design thinking, motivation, and risk propensity in human-centered design. Using a person-oriented approach and cluster analysis, a sample of Polish architecture students from three universities (n = 208) was classified based on their self-perceived HCST ability. Three profiles were identified, namely high, average, and low HCST. A multivariate analysis of variance (MANOVA) revealed that the HCST profiles differed significantly in terms of design thinking and digital competencies, while multinomial logistic regression (MLR) analysis revealed that perceived intrinsic motivation predicted that students would be more likely to have a high HCST profile. MLR also revealed an undefined role of risk propensity in the context of HCST in inclusive and sustainable architecture design education. The findings indicate that it is essential to recognize and support students with low HCST throughout their education. It is also suggested to change the focus of architecture study programs to promote students’ systems thinking, and to encourage course designers to create novel and tailored technology-enhanced integrated human-centered design and systems thinking.

• Language: English
• Keywords: human-centered systems thinking, self-perceived digital competence levels, engagement, design thinking, inclusive and sustainable design, variable- and person-oriented research
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2024
• Number of pages: 45 str.
• Numbering: Vol. 16, iss. 22, art. 9802
• PID: 20.500.12556/RUL-164818
• UDC: 378:72
• ISSN on article: 2071-1050
• DOI: 10.3390/su16229802
• COBISS.SI-ID: 214748163
• Publication date in RUL: 13.11.2024

Record is a part of a journal

• Title: Sustainability
• Shortened title: Sustainability
• Publisher: MDPI
• ISSN: 2071-1050
• COBISS.SI-ID: 5324897

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Keywords: trajnostna arhitektura, vključujoče arhitekturno oblikovanje, sistemsko razmišljanje, na človeka usmerjeno, arhitektura, misel in mišljenje

Projects

• Funder: ARRS - Slovenian Research Agency
• Project number: P5-0451
• Name: Strategije vzgoje in izobraževanja za trajnostni razvoj ob uporabi inovativnih na učečega osredinjenih izobraževalnih pristopov

• Funder: ARRS - Slovenian Research Agency
• Project number: J5-4573
• Name: Razvijanje veščin 21. stoletja za trajnostni razvoj in kvalitetno izobraževanje v času hitrih tehnološko pogojenih sprememb gospodarskega, socialnega in naravnega okolja