With the Young Innovators programme, students are invited to join this journey where they are introduced to a systems innovation approach. Systems innovation approach is based on the awareness that any change that is planned to be introduced in a particular sector in society will affect and be affected by other parties. Taking a systems innovation approach enables students to explore the relationships between such interconnected aspects and also to take account of the people who are affected, their values, their expectations and their reactions. Involving students working towards a healthy and sustainable planet, and encouraging them to act as catalysts for systemic change, is critical. The thinking around climate innovation needs to start now as these young people are the business, societal and national leaders of tomorrow.
Through the use of a systems innovation approach can equip young people with the skills they need for a low carbon lifestyle. Also, can empower them and support a mindset that drives effective climate innovation and can help them achieve the most important competencies such as creativity, systems thinking and complex problem-solving skills. In order to develop those competencies, the Young Innovators team adapted the visual thinking tools created by the EIT Climate-KIC Community. The visual tools help to facilitate the students’ understanding of complex real-world problems such as climate change, energy or food, and come up with creative solutions for them. When taking on a challenge-based learning approach with real-life challenges, the tools help to tap into the student’s creativity to innovate.
Problem- based Learning
Students will be introduced to the visual thinking tools and will be called to work under the umbrella of the Problem – based Learning (PBL). PBL is defined as the learning that is driven by a problem. In PBL learning, students work collaboratively in small groups on the given case scenario. They define the problem and analyze the different facts that arise from the case scenario. As students understand the problem better, they generate hypotheses for possible solutions. During the decision-making process students search for the new knowledge and specifically those valuable data that can support and validate their hypotheses. Discussing and negotiating ideas with their teammates are essential to conclude to the best possible solution.
PBL pedagogy follows a student-centered approach where students self-direct their own learning objectives in contrast to the traditional learning instruction. This approach provides an immersive and a holistic experience to the students by combining theory and practice. Students apply the new knowledge to develop a sustainable solution to the defined problem. Furthermore, PBL includes case scenarios that deal with authentic and real-life problems, emerging from existing local needs in order to transfer the skills learned through PBL to a real-world context.business, societal and national leaders of tomorrow.
Social simulations are experiential processes where a group of participants collectively explores a complex reality. Complex problems require solutions that respect the laws of nature and the needs of people. Bringing together diverse stakeholders in a safe space is essential to exploring various solutions and testing their viability. This is why we design and implement social simulations.
It is social because it requires the participation of real people who represent different groups and organizations. We call it a simulation because it represents a carefully selected real-world situation or a process, enabling participants to actively operate its key elements and make claims about how they work. This simulated reality is created through the use of game elements (roles, problem cards, pictures, tokens, boards, etc.).
[Centre for Systems Solutions: https://socialsimulations.org/]