PROMOTING SYSTEMIC CHANGE IN OUR EDUCATIONAL INSTITUTIONS THROUGH METACOMPETENCIES THAT DEVELOP TRANSFORMATIVE QUALITIES OF BEING AND AGENCY

Potts, M; Le Hunte, B

PROMOTING SYSTEMIC CHANGE IN OUR EDUCATIONAL INSTITUTIONS THROUGH METACOMPETENCIES THAT DEVELOP TRANSFORMATIVE QUALITIES OF BEING AND AGENCY

Potts, M

Le Hunte, B

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Publication Type:: Conference Proceeding
Citation:: Yes, 2024, 67
Issue Date:: 2024-01-30

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Field	Value	Language
dc.contributor.author	Potts, M https://orcid.org/0000-0001-6394-8470
dc.contributor.author	Le Hunte, B
dc.contributor.editor	Goede, R
dc.contributor.editor	Wilby, J
dc.date	2023-06-19
dc.date.accessioned	2024-05-03T02:10:21Z
dc.date.available	2024-05-03T02:10:21Z
dc.date.issued	2024-01-30
dc.identifier.citation	Yes, 2024, 67
dc.identifier.uri	http://hdl.handle.net/10453/178578
dc.description.abstract	Education systems in Australia are currently in a state of flux and disruption, with student mental health and engagement at crisis levels. This contribution examines how systems awareness and self-awareness in education cannot be separated from the rest of the curricula for students living with the impact of global systems changes,includingCOVID-19 and climate disruption. Moreover, in this context, educators are struggling to keep students engaged and provide the skills and competencies needed to navigate uncertain and unsustainable futures. Addressing this challenge, our study examines a proposed set of meta-competencies (or systemic competencies) required for asystemsreboot within our educational institutions –including agency, adaptability, creativity, compassion, interbeing, self-awareness and reflexivity –described elsewhere as a Curriculum for Being.The findingsof this study have demonstrated systemic meta-competencies whichserved to build student agency for these times of transition –providing social and emotional learning that helps students develop awareness of self in relation to others and systems. This study analyses the application of these meta-competencies for transformative resilience or transiliencein a secondary school setting. Using participatory action research methodologiesand awareness-based systems change,this researchproposes interventions for a much-flawed current educational paradigm.The interventions described were co-designed, tested and iterated with students in an extended pilot program, with evidence demonstrating that agency, self-awareness and systems awareness can combine to engage students in profound ways to create a new generation of systemic changemakers.
dc.language	en
dc.relation.ispartof	Yes
dc.relation.ispartof	67th 2023
dc.relation.ispartofseries	Vol. 67 (2023) The 67th Annual Proceedings of the International Society of Systems Sciences
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	PROMOTING SYSTEMIC CHANGE IN OUR EDUCATIONAL INSTITUTIONS THROUGH METACOMPETENCIES THAT DEVELOP TRANSFORMATIVE QUALITIES OF BEING AND AGENCY
dc.type	Conference Proceeding
utslib.citation.volume	67
utslib.location.activity	South Africa
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Provost
pubs.organisational-group	University of Technology Sydney/Provost/TD School
utslib.copyright.status	recently_added	*
pubs.consider-herdc	false
dc.date.updated	2024-05-03T02:10:19Z
pubs.finish-date	2023-06-23
pubs.publication-status	Published
pubs.start-date	2023-06-19
pubs.volume	67

Abstract:

Education systems in Australia are currently in a state of flux and disruption, with student mental health and engagement at crisis levels. This contribution examines how systems awareness and self-awareness in education cannot be separated from the rest of the curricula for students living with the impact of global systems changes,includingCOVID-19 and climate disruption. Moreover, in this context, educators are struggling to keep students engaged and provide the skills and competencies needed to navigate uncertain and unsustainable futures. Addressing this challenge, our study examines a proposed set of meta-competencies (or systemic competencies) required for asystemsreboot within our educational institutions –including agency, adaptability, creativity, compassion, interbeing, self-awareness and reflexivity –described elsewhere as a Curriculum for Being.The findingsof this study have demonstrated systemic meta-competencies whichserved to build student agency for these times of transition –providing social and emotional learning that helps students develop awareness of self in relation to others and systems. This study analyses the application of these meta-competencies for transformative resilience or transiliencein a secondary school setting. Using participatory action research methodologiesand awareness-based systems change,this researchproposes interventions for a much-flawed current educational paradigm.The interventions described were co-designed, tested and iterated with students in an extended pilot program, with evidence demonstrating that agency, self-awareness and systems awareness can combine to engage students in profound ways to create a new generation of systemic changemakers.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/178578