Exploring applications of complexity theory in engineering education research: A systematic literature review

Abstract

Background: Complexity theory (CT) has been used in response to the need for a different mindset than the classical engineering paradigm. The engineering education research (EER) community may benefit from the knowledge of how CT has been used in the field.Purpose: Aiming to provide a broad view of CT in EER, the following research questions guided the study: How has CT been applied in EER, and how does it contribute to addressing the challenges of classical engineering education? What are the different complexity engineering approaches, and how can they be integrated into the context of EER?Method: A systematic literature review was conducted. The review process was divided into three stages: planning, conducting, and reporting. Fifty-eight journal articles and five book chapters were submitted to an iterative process of organization, categorization, analysis, and synthesis. Results: Complexity schools of thought were integrated into EER. The research was organized into thematic categories: epistemological and ontological perspectives; complex thinking and competences; pedagogical approaches; complexity, sustainability, and transdisciplinarity interdependence; engineering axiology; and systemic transformation of engineering education. For each category, main contributions were integrated, and gaps were identified.Different meanings of complexity engineering were discussed and related to complexity schools of thought.Conclusions: Defining the type of complexity approach used is essential to advance knowledge, as there are fundamental epistemological, ontological, and methodological differences. Thematic categories help future researchers position theoretical contributions and be precise about how their findings contribute to understanding complexity applications in EER. Overcoming the limits of classical engineering requires a paradigmatic discussion, and CT proves valuable for this.

Classical paradigms versus complexity thinking in engineering education: an essential discussion in the education for sustainable development

“…The question is not in which ways a new engineering education paradigm would be better than the current one, but rather in which situations the current paradigm comes to its limits, and a new one can help (Frei and Serugendo, 2011a, 2011b; Frei and Marzo Serugendo, 2012; Sigahi and Sznelwar, 2022).…”

“…The question is not in which ways a new engineering education paradigm would be better than the current one, but rather in which situations the current paradigm comes to its limits, and a new one can help Serugendo, 2011a, 2011b;Frei and Marzo Serugendo, 2012;Sigahi and Sznelwar, 2022). The prevailing paradigm in engineering education is called the classical engineering paradigm (Mina et al, 2006;Piqueira, 2018).…”

“…Not taking into account elements of complexity in engineering training and practice can result in serious damage to people, organizations and society (Frei and Serugendo, 2011a; Frei and Marzo Serugendo, 2012; Piqueira, 2018). Therefore, the academic community, as well as relevant representative entities (Royal Academy of Engineering, 2018, 2019; UNESCO/ICEE, 2021), have called for approaches that integrate concepts of engineering education, sustainability and complexity, shedding light on new paradigms in the training of these professionals (Rampasso et al , 2021; Sigahi and Sznelwar, 2022). The present paper intends to contribute to address this gap and enhance the debate.…”

What Is Engineering and Who Are Engineers? Student Reflections from a Sustainability-Focused Energy Course

“…Although the findings from this study are limited to a small group of students from a single course offering, the students' responses suggest that the course was successful in shifting their conceptual paradigms of engineering from a technocentric ideology towards a more sociotechnical approach. Following complexity theory in engineering education research [42,43], these results are promising for extrapolation to larger and broader student populations, and for educators who are interested in cultivating the development of sustainability-conscious engineers.…”

Traits of Complex Thinking: A Bibliometric Review of a Disruptive Construct in Education

“…All this is obviously according to the available instruments provided by human ingenuity to achieve the immanent purpose of understanding it. Hence, knowledge is only one element of a more general system, where education and didactic strategies to facilitate the solution of problems can be the effective means to achieve the assimilation of all the complexity involved in explaining the world from the sciences and humanities ( Ryoo and Linn 2015 ; Sigahi and Sznelwar 2022 ).…”