A systematic review of interdisciplinary and transdisciplinary approaches to foster systems thinking in higher education for sustainability

To prepare students to address complex sustainability issues, they must be trained in systems thinking. This paper aims to contribute to a better understanding of how inter- and transdisciplinary educational approaches can be leveraged to foster systems thinking. To achieve this, it offers insights into the evaluation methods, ways in which systems thinking is demonstrated, and key characteristics of inter- and transdisciplinary sustainability education that foster it. A systematic literature review was conducted to identify educational intervention studies that employed inter- and transdisciplinary approaches and demonstrated positive outcomes in systems thinking among higher education students. Seventeenth studies were identified. Deductive and inductive qualitative analysis was deployed. A comprehensive overview of their evaluation methods, systems thinking outcomes, and key characteristics is presented. The key characteristics that emerged are embracing complexity, promoting meaningful realness, and balancing autonomy and support. The findings underscore the importance of carefully designing inter- and transdisciplinary approaches to ensure that students are adequately and timely supported as they experience the complexity in developing their systems thinking. The comprehensive overview is essential for developing practical guidelines that support academics’ professional development in designing and implementing effective interventions to foster systems thinking for sustainability.