Systems Thinking in the Twenty-First Century

System thinking is an important element in solving global problems. In the 20th century, I saw the development of various fields of system paradigm and system knowledge. But to further develop system thinking, we need to overcome inconsistencies between different schools and integrate them into a single system concept. With this in mind, system problems are examined according to knowledge theory. It is recommended to use the zoological definition of the "system" concept as the basis for a single method.

The 21st century is known as the world of VUCA; it is unstable, uncertain, complex and ambiguous. The world is moving from linear thinking to exponential thinking and has not changed for a long time. In this case, our traditional learning methods and teaching methods are outdated. You need to learn how to learn now! Teachers, educational experts, and groups of business leaders are aware of this and they combine the skills the student needs in life, career and citizenship. This 21st century learning framework is now used as the basis for teaching by thousands of educators and schools.

Learning in the 21st century includes the skills of information and communication, skills of thinking and problem solving, interpersonal relationships and voluntary skills, and skills of 21st century tools such as information and communication skills. However, the difference between learning and all previous studies is that evaluation and student feedback proved to be key to learning skills. The Biggs' 87 SPQ provides a framework for the achievement and support system of students in the 21st century, including measures to measure student learning methods by evaluating learning strategies and motivation to create learner profiles . The score scale associates student classification with their motivation and strategy level including (1) superficial, depth, or implementation strategies, and (2) superficial, depth, or motivation. (P.25) Richardson and Newby (2006) examines the following optional variables.