Integrating technology assessment, systems thinking, and system dynamics in sustainability education: The need for an interdisciplinary framework

• The paper presents a conceptual framework for sustainability-oriented higher education. • Concept based on the principles of technology assessment, systems thinking (and system dynamics). • A survey was conducted among students and companies to identify relevant topics. • Results show focus on systems thinking and climate issues, with minor stakeholder gaps. • The survey shows companies need generalists to connect experts from various fields. In today's world, multiple global and national crises are unfolding simultaneously, underscoring the urgent need to prepare professionals for complex sustainability challenges and problem-solving. This article proposes an interdisciplinary educational framework that integrates Technology Assessment (TA), Systems Thinking (ST), and System Dynamics (SD) to support the development of sustainability-related competencies. These approaches facilitate the analysis of socio-technical systems, enable anticipation of long-term impacts, and support informed decision-making under uncertainty. Drawing on these methods, a conceptual model for a holistic academic program is proposed, targeting the integration of ecological, social, and economic dimensions of sustainability within higher education. To explore expectations on a proposed set of disciplines, a survey was conducted among students and companies. Since the study concept was developed with a view to curricular considerations at Mittweida University of Applied Sciences (Germany), the survey was conducted among fifteen students from the Energy and Environmental Management program and ten Saxony-based companies affiliated with the university. The study investigated which topics both stakeholder groups consider essential for future graduates. Results indicate substantial agreement on the importance of systemic and future-oriented thinking, communication, and interdisciplinary collaboration—core elements of the TA, ST, and SD frameworks. These findings suggest that interdisciplinary methods and the integration of generalist skill profiles may help align educational offerings with societal and labor market needs. The proposed educational approach seeks to foster a generation of professionals equipped to tackle multifaceted climate challenges.