Fostering students’ systems thinking competence for sustainability by using multiple real-world learning approaches

Figures & data

Figure 1. Groups and subgroups of participants.

Figure 2. Procedural steps in the intervention.

Table 1. Number of social, environmental, and economic elements of the WMS identified by the two groups before and after the intervention.

Sustainable development dimension	Mobile phone group pre-intervention	Mobile phone group post-intervention	Paper-and-pencil group pre-intervention	Paper-and-pencil group post-intervention
Economic	9	17	11	15
Social	9	21	7	20
Environmental	13	18	10	16
Total dimensions	31	56	28	51

Table 2. Number of stakeholders and interrelationships among the social, environmental, and economic dimensions of the WMS identified by the two groups before and after the intervention.

	Mobile phone group Pre-intervention	Mobile phone group Post-intervention	Paper-and-pencil group Pre-intervention	Paper-and-pencil group Post-intervention
Interrelationships	0	9	0	7
Stakeholders	5	13	5	5

Table 3. Dimensions of sustainable development identified by participants categorized by spatial scale.

	Social, environmental, and economic elements of the waste management system
	Level (local to global)	Pre-intervention	Post-intervention
Mobile phone group	Sub city	13	15
	Addis Ababa city	15	35
	Ethiopian	0	2
	Global	3	4
	Total	31	56
Paper-pencil group	Sub city	5	12
	Addis Ababa city	21	38
	Ethiopian	1	0
	Global	1	1
	Total	28	51