Holistic Design for Sociotechnical System Transitions: Method and Instructional Setting Implementation in Engineering Education

Abstract

This article presents the pedagogical translation and exploratory implementation of a holistic approach to sociotechnical transition design in engineering education. A review of complex adaptive system theory, sociotechnical transition theory, innovation systems approaches, transition design, risk society theory, and systemic design approaches identifies strengths and limitations in existing methods for addressing the complex challenges facing engineers, highlighting the need for a more integrative perspective. In response, we adopt the Enabling Innovation Model, an innovation science framework structured around three iterative design phases—Envision, Shape, and Pursue—to guide students through problem exploration, solution development, and implementation planning. Developed and employed at a US R1 research university, the approach integrates technical design with broader system considerations, emphasizing social impact, sustainability, and resilience. Qualitative analysis of self-reported outcomes from two cohorts (N = 77) provides preliminary evidence of shifts in students’ perspectives on solution scope, innovation processes, and contextual complexity. By empowering students to proactively shape systemic change, the model offers a potential response to calls for engineering education to produce graduates capable of designing solutions that address public welfare while accounting for global, cultural, social, environmental, and economic contexts.