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    Item type:Publication,
    Systems thinking among students in sustainability programs
    (2026-07)
    Kordts, Robert
    ;
    Kopainsky, Birgit
    ;
    Stefan T. Siegel  
    This study explores how to assess systems thinking (ST) competencies among students enrolled in sustainability-related higher education programs, with a focus on both cognitive and affective dimensions. Building on recent discussions in sustainability pedagogy, we evaluate the applicability of two existing questionnaires-Davis & Stroink (2016) and Camelia & Ferris (2018)-in interdisciplinary, non-STEM settings. Data from 65 master's students at the University of Bergen, Norway, were analyzed. Results indicate that while both instruments are usable, the affective subscales demonstrate lower reliability, which constrains their validity. Findings suggest that gender and age may be associated with certain ST dimensions, while disciplinary background is not. We argue that assessing ST before or early in courses can support curriculum design and counteract instructor assumptions about student competencies. This study provides practical insights for educators and contributes to ongoing efforts to refine assessment tools in sustainability education.
    Type:journal article
    Journal:die hochschullehre
    Volume:12
    Issue:26
    URL:https://www.wbv.de/shop/Systems-thinking-among-students-in-sustainability-programs-HSL2626W
    DOI:https://10.3278/HSL2626W
    URI:https://alexandria.unisg.ch/handle/20.500.14171/133224
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    Item type:Publication,
    Educational Myths Debunked. Insights into the Development, Implementation, and Evaluation of a Course for University Faculty
    (OAPublishing Collective, 2025-05-18)
    Siegel, Stefan T.  
    This article discusses Educational Myths Debunked 101 (EMD101), a further education course designed to help university faculty identify, analyze, and debunk myths about teaching and learning in higher education. Based on educational psychological findings, EMD101 covers the theoretical basics such as characteristics, causes, consequences, and handling of educational myths. Through an emancipatory, transfer-oriented, and reflective approach the course enables instructors to critically evaluate potential questionable teaching beliefs and practices in higher education. The paper details the course objectives, content, and includes a critical review of its strengths and weaknesses, suggesting areas for future improvement.
    Type:journal article
    Journal:Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development)
    Volume:20
    Issue:1
    URL:https://www.zfhe.at/index.php/zfhe/article/view/2118
    DOI:10.21240/zfhe/20-1/03
    URI:https://www.alexandria.unisg.ch/handle/20.500.14171/122789