Associations of Systems Thinking Training and Social Legitimacy with Design Quality in Engineering Education Studios

Abstract

The contemporary landscape of engineering education faces unprecedented challenges in preparing students to navigate complex, globally interconnected socio-technical problems. Traditional pedagogical models, which often emphasize isolated technical competencies, are increasingly insufficient for developing solutions that are both functionally robust and socially acceptable. This paper explores the intersection of systems thinking training and social legitimacy as foundational pillars for enhancing design quality within engineering education studios. Through a comprehensive mixed-methods investigation, this study examines how integrating systems thinking curricula with theoretical frameworks of social legitimacy impacts the design outcomes of undergraduate engineering students. The research leverages a semester-long studio environment to implement a targeted pedagogical intervention, assessing student progress through detailed rubrics, peer critiques, and qualitative reflections. The findings indicate that students who receive explicit training in system dynamics and stakeholder legitimacy produce designs that demonstrate higher levels of technical integration, ethical foresight, and community acceptance. By conceptualizing design quality not merely as a measure of mechanical efficiency but as a multidimensional construct encompassing social and environmental integration, this study provides actionable insights for curriculum developers. The paper concludes that embedding systems thinking and social legitimacy into studio-based learning environments is essential for cultivating the next generation of engineers capable of addressing complex global challenges.