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U. Starker et al.
implementation of sustainability goals requires efforts at the global and local level.
When looking at the sustainability goals, it also becomes clear that in many cases a
mutual influence takes place and that solution approaches have to consider different
perspectives of the actors as well as the complexity of the problems. The topic of
“water” is particularly suitable as an example of dealing with complex problems,
since the sustainable handling of water is addressed directly (e.g., SDG 6 and SDG
14) as well as indirectly (e.g., SDG 2, 3 and 12). Usage conflicts may occur and people
should be able to balance pros and cons to make decisions for complex problems.
Research regarding the handling of complex problems shows that success in handling complex systems is usually dependent on emotional and motivational factors.
Failure can mostly be traced back to short term thinking, not regarding possible side
effects as well as long-distance effects and overlooking consequences of individual
action regarding individual aspects of a situation instead of balancing the goals and
other crucial mistakes.
These mistakes (Dörner 2016; Frensch und Funke 2005) can be explained by
the fact that people in complex systems oftentimes feel helpless and overwhelmed.
Instead of focusing on the problem, they rather take measures which help to restore
their feeling of competency. It is easier to concentrate on the things that are easily
controllable even if these are not helpful (“encapsulation”, Strohschneider 2002) or to
initiate “drastic measures” (“overdosage”, Dörner 1989) even if cautious procedures
would be much more effective.
Research shows, that managing complex problems is a skill that can be trained
(Buerschaper et al. 2001). Still the question remains what should be trained specifically and which semantic and didactic preparation is required to reach the target
group. Thereby essential approaches for a successful problem-solving process should
be considered: stabilisation of self-confidence, an emotional connection to the problem, functional thinking and adjustment of problem-solving strategies.
All these contribute to an emotional stabilisation in the problem solvers and are
part of “sustainability competency”.
Sustainability competency also means that the reciprocal reinforcement of the
components leads to a positive feedback process but it has to be reflected (Tisdale
1998).
Contemporary didactic methodologies such as “game-based learning” can be used
to evoke this positive feedback process by simulating a complex system within the
space of a game, allowing learners to act on it and perceive the outcomes of their
actions. This leads to increased critical thinking, creative problem solving and better
learning retention among others (Madani et al. 2017). “Serious Games”—e.g. games
designed for purposes other than pure entertainment – have been used in military
training, business, healthcare and education contexts among others as their possibility
for applied learning allows for deeper reflection and recall. Games let players apply
learning contents in a risk-free environment and practice behaviours and problemsolving strategies. By their very nature, games can motivate players to engage with
them, thus actively exploring and engaging with learning contents—an approach
that can be especially suitable for younger target groups socialized with interactive
media. Fabricatore and López (2012) showed, that “…games can indeed provide key
U. Starker et al.
implementation of sustainability goals requires efforts at the global and local level.
When looking at the sustainability goals, it also becomes clear that in many cases a
mutual influence takes place and that solution approaches have to consider different
perspectives of the actors as well as the complexity of the problems. The topic of
“water” is particularly suitable as an example of dealing with complex problems,
since the sustainable handling of water is addressed directly (e.g., SDG 6 and SDG
14) as well as indirectly (e.g., SDG 2, 3 and 12). Usage conflicts may occur and people
should be able to balance pros and cons to make decisions for complex problems.
Research regarding the handling of complex problems shows that success in handling complex systems is usually dependent on emotional and motivational factors.
Failure can mostly be traced back to short term thinking, not regarding possible side
effects as well as long-distance effects and overlooking consequences of individual
action regarding individual aspects of a situation instead of balancing the goals and
other crucial mistakes.
These mistakes (Dörner 2016; Frensch und Funke 2005) can be explained by
the fact that people in complex systems oftentimes feel helpless and overwhelmed.
Instead of focusing on the problem, they rather take measures which help to restore
their feeling of competency. It is easier to concentrate on the things that are easily
controllable even if these are not helpful (“encapsulation”, Strohschneider 2002) or to
initiate “drastic measures” (“overdosage”, Dörner 1989) even if cautious procedures
would be much more effective.
Research shows, that managing complex problems is a skill that can be trained
(Buerschaper et al. 2001). Still the question remains what should be trained specifically and which semantic and didactic preparation is required to reach the target
group. Thereby essential approaches for a successful problem-solving process should
be considered: stabilisation of self-confidence, an emotional connection to the problem, functional thinking and adjustment of problem-solving strategies.
All these contribute to an emotional stabilisation in the problem solvers and are
part of “sustainability competency”.
Sustainability competency also means that the reciprocal reinforcement of the
components leads to a positive feedback process but it has to be reflected (Tisdale
1998).
Contemporary didactic methodologies such as “game-based learning” can be used
to evoke this positive feedback process by simulating a complex system within the
space of a game, allowing learners to act on it and perceive the outcomes of their
actions. This leads to increased critical thinking, creative problem solving and better
learning retention among others (Madani et al. 2017). “Serious Games”—e.g. games
designed for purposes other than pure entertainment – have been used in military
training, business, healthcare and education contexts among others as their possibility
for applied learning allows for deeper reflection and recall. Games let players apply
learning contents in a risk-free environment and practice behaviours and problemsolving strategies. By their very nature, games can motivate players to engage with
them, thus actively exploring and engaging with learning contents—an approach
that can be especially suitable for younger target groups socialized with interactive
media. Fabricatore and López (2012) showed, that “…games can indeed provide key