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Human-Centered Systems Thinking in Technology-Enhanced Sustainable and Inclusive Architectural Design

Author

Listed:
  • Stanislav Avsec

    (Faculty of Education, University of Ljubljana, Kardeljeva Ploščad 16, 1000 Ljubljana, Slovenia)

  • Magdalena Jagiełło-Kowalczyk

    (Faculty of Architecture, Cracow University of Technology, ul. Podchorazych 1, 30-084 Kraków, Poland)

  • Agnieszka Żabicka

    (Faculty of Architecture, Cracow University of Technology, ul. Podchorazych 1, 30-084 Kraków, Poland)

  • Joanna Gil-Mastalerczyk

    (Faculty of Civil Engineering and Architecture, Kielce University of Technology, Domaszowska 7, 25-314 Kielce, Poland)

  • Agata Gawlak

    (Faculty of Architecture, Poznan University of Technology, ul. Piotrowo 2, 61-138 Poznań, Poland)

Abstract

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.

Suggested Citation

  • Stanislav Avsec & Magdalena Jagiełło-Kowalczyk & Agnieszka Żabicka & Joanna Gil-Mastalerczyk & Agata Gawlak, 2024. "Human-Centered Systems Thinking in Technology-Enhanced Sustainable and Inclusive Architectural Design," Sustainability, MDPI, vol. 16(22), pages 1-45, November.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:22:p:9802-:d:1517826
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    References listed on IDEAS

    as
    1. Stanislav Avsec & Magdalena Jagiełło-Kowalczyk & Agnieszka Żabicka & Agata Gawlak & Joanna Gil-Mastalerczyk, 2023. "Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning," Sustainability, MDPI, vol. 15(20), pages 1-33, October.
    2. Peter Blokland & Genserik Reniers, 2020. "Safety Science, a Systems Thinking Perspective: From Events to Mental Models and Sustainable Safety," Sustainability, MDPI, vol. 12(12), pages 1-18, June.
    3. Gordon W. Cheung & Helena D. Cooper-Thomas & Rebecca S. Lau & Linda C. Wang, 2024. "Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations," Asia Pacific Journal of Management, Springer, vol. 41(2), pages 745-783, June.
    4. Barata, João & Kayser, Ina, 2024. "How will the digital twin shape the future of industry 5.0?," Technovation, Elsevier, vol. 134(C).
    5. Gordon W. Cheung & Helena D. Cooper‑Thomas & Rebecca S. Lau & Linda C. Wang, 2024. "Correction to: Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations," Asia Pacific Journal of Management, Springer, vol. 41(2), pages 785-787, June.
    6. Fanke Peng & Benjamin Altieri & Todd Hutchinson & Anthony J. Harris & Daniel McLean, 2022. "Design for Social Innovation: A Systemic Design Approach in Creative Higher Education toward Sustainability," Sustainability, MDPI, vol. 14(13), pages 1-20, July.
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    Cited by:

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    2. Nancy Alassaf, 2025. "From Abstraction to Realization: A Diagrammatic BIM Framework for Conceptual Design in Architectural Education," Sustainability, MDPI, vol. 17(19), pages 1-29, October.

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