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

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

Sustainability, 2024, vol. 16, issue 22, 1-45

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.

Keywords: human-centered systems thinking; self-perceived digital competence levels; engagement; design thinking; inclusive and sustainable design; variable- and person-oriented research (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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