Talent toolbox: As organisations across industries recognise the importance of sustainability and long-term thinking, the demand for graduates who can think systemically will only grow. — 123rf.com
THE recent integration of the United Nations Global Sustainability Agenda (GSA) into the Malaysian Qualifications Framework (MQF) Second Edition (2024) by the Malaysian Qualifications Agency (MQA) highlights the urgent need to revamp higher education curricula.
One key component of the GSA is education for sustainable development, which incorporates various key sustainable development competencies into the curricula of higher education institutions (HEIs).
One such competency is systems thinking, which involves understanding complex systems by examining the relationships and interdependencies between components, rather than focusing on isolated elements.
This approach empowers learners to grasp the broader picture and recognise how changes in one part of a system can affect the whole, particularly when addressing environmental, social or economic challenges.
It also aligns seamlessly with the United Nations Sustainable Development Goals, which call for integrated, multidimensional strategies for successful implementation.
Purpose, multidisciplinary learning
Incorporating systems thinking into higher education curricula fosters purpose learning, where students connect their education to social impact and pressing global issues, while encouraging a multidisciplinary approach.
This incorporation can be achieved through interdisciplinary courses, case studies or problem-based learning focused on local and global challenges.
By recognising the interconnectedness of systems – whether ecological, economic or social – students naturally learn to draw from diverse perspectives, fostering creativity and innovation in the process. The realities of our increasingly complex and uncertain world make the ability to work across boundaries a key asset, which in turn makes this multidisciplinary approach crucial for producing graduates who can thrive in it.
For example, a business student might explore how ethical corporate practices contribute to both profitability and social welfare, while an engineering student could design solutions that balance technology with environmental preservation.
These approaches shift education from knowledge acquisition to practical application, fostering responsibility and agency as students see their impact.
They also promote cross-disciplinary collaboration for more effective solutions, linking personal learning goals with societal challenges to enhance student engagement and passion.
Moreover, systems thinking helps develop critical skills like problem-solving, adaptability and ethical decision-making, which are increasingly sought after in the job market.
As organisations across industries recognise the importance of sustainability and long-term thinking, the demand for graduates who can think systemically will only grow. HEIs addressing this need will not only meet the evolving standards of the MQF but will also position themselves as leaders in producing future-ready graduates.
Overcoming challenges
That said, the challenges associated with the implementation of systems thinking must be addressed for it to succeed.
One key hurdle is ensuring that HEIs provide educators with extensive training to develop innovative lesson plans and teaching methodologies.
Additionally, a significant mindset shift is necessary, moving away from traditional teaching methods to dynamic, interdisciplinary approaches that encourage collaboration and critical thinking.
This transition calls for educators to embrace a more fluid, student-centred approach, guiding learning rather than simply delivering content.
HEIs will also need to design curricula that strike a balance between core subject knowledge and interdisciplinary content, ensuring that students build a solid foundation while learning to apply systems thinking.
Moreover, student readiness poses a challenge, as many are accustomed to learning in subject-specific silos.
Hence, HEIs must provide strong guidance and support, which may require additional resources, manpower and time to support the interactive and collaborative nature of the new curricula.
As Malaysia embraces the GSA, integrating systems thinking into higher education is a pivotal move to equip the next generation to address the challenges of a complex, interconnected world.
Although adoption may face limitations, careful prioritisation and external partnerships, along with funding, can help overcome these barriers.
By fostering purpose learning and multidisciplinary collaboration, systems thinking goes beyond academics, preparing students for meaningful careers in the longer term.
It represents a paradigm shift that HEIs must embrace to produce graduates who are ready to contribute to a sustainable and equitable future.
With over 25 years of experience in the education industry, Dr Wong Chee Kong has held key roles in leadership, administration, teaching and research. As the head of the School of Diploma and Professional Studies at Taylor’s College, Wong is passionate about helping students achieve their full potential. He advocates for the use of systems thinking to enhance productivity, improve business processes and deliver value to stakeholders.
The views expressed here are the writer’s own.
