[DSRP Evidence](https://dsrpevidence.org/)

# Systems Thinking in the Role of Fostering Technological and Engineering Literacy

## Details

**Authors** Avsec, Stanislav

**Year** 2026

**Publisher** Systems (MDPI), 14(1), 5

**Kind of work** article

**Discipline** Education

**Reading level** technical

**Kind of engagement** scholarly

[Read it at the publisher](https://doi.org/10.3390/systems14010005) 
10.3390/systems14010005

## In authors' words

### Abstract

This study examined whether the systems thinking approach integrating information and communication technology (ICT) and digital tools (hereafter referred to as the STICT approach) improves technological and engineering literacy (TEL) and related outcomes for pre-service preschool teachers. Although there is an expectation for preschool teachers to develop TEL, evidence-based models that systematically combine systems thinking with digital tools and ICT support remain scarce. Using a quasi-experimental design (n = 44; one-semester experiment), the experimental group explicitly integrated systems thinking and digital tools, while the comparison control group followed the traditional approach to teaching design, technology, and engineering (DTE) content; both groups focused on making products for preschoolers. The outcomes included multidimensional literacy, attitudes towards DTE, self-reported systems thinking, aspects of engagement, and focus group reflection. The analyses (ANCOVA/MANCOVA, regression/PLS, multi-group tests, thematic analysis) revealed notable results, including a higher post-test literacy for the experimental group and a lower perceived difficulty with technology. Both groups improved in the self-assessment of systems thinking, with no differences between them. The qualitative findings supported the educational value of the approach. In this pilot classroom experiment (n = 44), findings are consistent with an advantage of the STICT approach on the TEL composite and with lower perceived difficulty of technology, whereas self-assessed systems thinking improved similarly in both groups. Given the small sample and multiple outcomes, estimates carry considerable uncertainty and should be read as preliminary. We theorise that TEL gains arise primarily from systems thinking processes applied during design/evaluation, with ICT functioning as a cognitive-and-motivational scaffold that makes relations/feedback explicit and reduces perceived difficulty; self-assessed systems thinking improved in both groups.

### What they set out to do (purpose)

The researchers examined whether a semester-long learning approach that explicitly combined systems thinking, DSRP, and digital tools could improve technological and engineering literacy among pre-service preschool teachers. They compared students using the systems-thinking-based STICT approach with students receiving a more traditional, linear approach to design, technology, and engineering instruction.

### What they found (results)

Reports that the DSRP-guided, technology-supported systems thinking approach improved participants' technological and engineering literacy and their capacity to develop age-appropriate products.

## Commentary

### In short

Applies DSRP theory as the organising framework for an ICT-supported systems thinking intervention with pre-service preschool teachers, explicitly mapping established systems thinking dimensions onto the four DSRP patterns.

### Response

A semester-long DSRP-guided, technology-supported approach with pre-service preschool teachers, reported to improve their technological and engineering literacy and their capacity to develop age-appropriate products.

**Patterns it shows** D, S, R, P

Shows it makes a difference

**Added** 2026-08-18

**How to cite this** Avsec, Stanislav (2026). Systems Thinking in the Role of Fostering Technological and Engineering Literacy. Systems (MDPI), 14(1), 5.