Complex Systems in Education: Scientific and Educational Importance and Implications for the Learning Sciences
Abstract
The multidisciplinary study of complex systems in the physical and social sciences over the past quarter of a century has led to the articulation of important new conceptual perspectives and methodologies that are of value both to researchers in these fields as well as to professionals, policymakers, and citizens who must deal with challenging social and global problems in the 21st century. The main goals of this article are to (a) argue for the importance of learning these ideas at the precollege and college levels; (b) discuss the significant challenges inherent in learning complex systems knowledge from the standpoint of learning sciences theory and research; (c) discuss the "learnability issue" of complex systems conceptual perspectives and review a body of literature that has been exploring how learning sciences pedagogical approaches can lead to student learning of important dimensions of complex systems knowledge; (d) argue that the cognitive and sociocultural factors related to learning complex systems knowledge are relevant and challenging areas for learning sciences research; and (e) consider ways that concepts and methodologies from the study of complex systems raise important issues of theoretical and methodological centrality in the field of the learning sciences itself.
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Business education benefited most from the simulation-enhancement model, wherein AIGC tools generated complex business scenarios that improved decision-making competencies by an average of 31%.
“Conversely, business education benefited most from the simulation-enhancement model, wherein AIGC tools generated complex business scenarios that improved decision-making competencies by an average of 31%35.”
From Integrating AI-generated content tools in higher education: a comparative analysis of interdisciplinary learning outcomes (2025) · cites this paper as [35]
Understanding complex living systems involves integration of the key theoretical concepts of the three systems theories and thinking about multiple interdependent levels, nonlinear causality, and emergence.
“Understanding complex living systems involves integration of the key theoretical concepts of the three systems theories summarized in section The Conceptual Nature of Systems Thinking.It refers to thinking about multiple interdependent levels, nonlinear causality and emergence (Jacobsen and Wilensky, 2006).”
From The Theoretical Nature of Systems Thinking. Perspectives on Systems Thinking in Biology Education (2018) · cites this paper as Jacobsen and Wilensky, 2006
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“contexts ( Brown, Collins, & Duguid, 1989; National Research Council, 2000).”
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“Conversely, business education benefited most from the simulation-enhancement model, wherein AIGC tools generated complex business scenarios that improved decision-making competencies by an average of 31% 35 .”
- Authors
- Jacobson, M. J., & Wilensky, U.
- Venue
- Journal of the Learning Sciences
- Publisher
- Informa UK Limited
- Published
- 2006-01
- Volume
- 15
- Issue
- 1
- Pages
- 11-34
- ISSN
- 1050-8406 (ISSN-L)
- 1532-7809
- OpenAlex
- W2161992389
- Cited by
- 679
- References
- 3
- Citations by year
- 2026: 37 · 2025: 33 · 2024: 35 · 2023: 44 · 2022: 34 · 2021: 48 · 2020: 35 · 2019: 43 · 2018: 35 · 2017: 40 · 2016: 40 · 2015: 30 · 2014: 34 · 2013: 32 · 2012: 33
- FWCI
- 23.12
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of the Learning Sciences (publishedVersion)
- Funders
- National Science Foundation
- Topics
- Physical Sciences › Computer Science › Computational Theory and Mathematics › Chaos, Complexity, and Education
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- complex systems, learning sciences, precollege education, university education, learnability, conceptual understanding, teaching methods, cognitive factors in learning, science education
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