Factors Influencing the Adoption of Systems Thinking in Primary and Secondary Schools in Switzerland

Systems thinking is well suited to complement widespread linear thinking in schools. However, previous studies showed that computer modelling can act as a barrier. Therefore, this study focuses on qualitative systems thinking and thus excludes computers as potential barriers. We analyzed factors influencing the implementation of systems thinking in K‐9 schools in Switzerland. In our design‐based research teachers participated in a standardized training followed by several months of implementation in the classroom. The results showed that teachers' ex ante knowledge of systems thinking was poor; however, this is not a barrier to integrate systems thinking in schools. Easy‐to‐access supporting material and motivational factors such as self‐efficacy and self‐determination proved to be important; however, above all, the attribution of significance by teachers is the most promising leverage to foster the adoption of systems thinking in classrooms. Although this may seem trivial, it offers new ways to disseminate systems thinking in schools.