Contemporary societies are increasingly shaped by a poly-crisis, understood as the convergence of interconnected environmental, technological, economic, and social challenges. These complex and interdependent crises demand new educational approaches that prepare students not only to acquire subject knowledge, but also to analyse complexity, uncertainty, and systemic interrelations. In this context, developing systems thinking has become a central educational priority.

Upper secondary education plays a crucial role in fostering such competencies, as students at this level are capable of engaging with abstract concepts, modelling, and interdisciplinary reasoning. However, traditional subject-based instruction often fragments knowledge and limits opportunities for students to explore real-world problems in their full complexity.

Inquiry-based STEM education offers a promising response to these challenges. By integrating science, technology, engineering, and mathematics around authentic, problem-oriented contexts, inquiry-based STEM tasks actively engage students in questioning, investigating, modelling, and reasoning. When these tasks are explicitly designed around poly-crisis situations, they provide a meaningful context for understanding systemic relationships and unintended consequences within complex systems.

Research question

How do inquiry-based STEM tasks designed around poly-crisis contexts support the development of systems thinking in upper secondary students?

Aim and objectives

The aim of this study is to explore the potential of inquiry-based STEM tasks as an educational response to poly-crisis and to examine their role in fostering systems thinking in upper secondary education.

The objectives of the study are to:

• design interdisciplinary inquiry-based STEM tasks grounded in real-world poly-crisis scenarios;

• implement these tasks in upper secondary classrooms;

• analyse how students demonstrate systems thinking during inquiry processes (e.g. identifying relationships, constructing models, reasoning about consequences);

• reflect on the pedagogical implications of integrating inquiry-based STEM tasks into regular teaching practice.

Conceptual and theoretical framework

The study is informed by inquiry-based learning theory, which conceptualises learning as an active and constructive process driven by students’ questions, investigations, and reflections. Inquiry-based approaches are associated with deeper understanding and meaningful engagement with learning content.

In addition, the research draws on theories of systems thinking, defined as the ability to understand complex phenomena by focusing on interactions, structures, and dynamic processes rather than isolated elements. Systems thinking is increasingly recognised as a key competence for addressing global challenges and supporting sustainable decision-making.

The study is also grounded in STEM education and interdisciplinary learning frameworks, which emphasise the integration of disciplinary knowledge through problem-based and context-rich tasks. From this perspective, inquiry-based STEM tasks function as learning environments that support coherence, relevance, and transfer of knowledge.

Methodologically, the research adopts a qualitative case study approach with elements of design-based research. This allows for the iterative development and refinement of inquiry-based STEM tasks while examining their implementation and educational effects in an authentic school context. Data sources include classroom observations, student artefacts, reflective writings, and teacher reflections.

Expected contribution

The study contributes to ongoing discussions on how education can respond to poly-crisis by promoting higher-order competencies. It offers empirical insights into the design and implementation of inquiry-based STEM tasks and their potential to support systems thinking in upper secondary students. The findings may inform teachers, curriculum developers, and researchers interested in interdisciplinary and inquiry-oriented approaches to education.

This study adopts a qualitative research approach with elements of design-based research and case study, allowing for the simultaneous refinement of inquiry-based STEM tasks and analysis of their educational effects in an authentic school context. The research is conducted in upper secondary classrooms. The focus is a series of interdisciplinary inquiry-based STEM tasks designed around poly-crisis contexts, integrating mathematics, physics, and technology. These tasks are implemented over multiple instructional cycles, enabling observation of the development and dynamics of students’ engagement and learning processes. Data collection employs multiple complementary instruments and sources: – Classroom observations focusing on students’ investigative activities, interactions, and reasoning processes; – Student artefacts, including worksheets, models, diagrams, calculations, and written explanations; – Student reflective tasks aimed at capturing understanding of systemic interconnections and potential consequences of decisions; – Teacher reflections documenting pedagogical adjustments, challenges encountered, and perceived learning outcomes. Data analysis is conducted using qualitative content analysis and thematic analysis. Analytical categories are derived from components of systems thinking, such as interconnections, dynamics, cause-effect reasoning, and modelling. Triangulation of multiple data sources enhances the reliability and validity of the findings. This methodological design allows for an in-depth examination of how inquiry-based STEM tasks contribute to the development of systems thinking in upper secondary students. It also provides insights into how such tasks can be adapted and integrated sustainably into regular educational practice.

The study indicates that inquiry-based STEM tasks are an effective tool for developing systems thinking in upper secondary students. While engaging with complex poly-crisis contexts, students learn to identify interconnections, construct models, analyse cause-effect relationships, and evaluate potential consequences of decisions. These skills enhance critical thinking, planning, and systemic analysis abilities. During task implementation, students’ investigative skills develop actively: they systematically collect and organise information, test hypotheses, compare outcomes, and draw conclusions. Additionally, group and pair work foster communication and collaborative skills, contributing to social and research competencies. Teachers, in turn, revise their pedagogical strategies, applying new approaches to lesson planning, interdisciplinary integration, and improvement of learning quality. Inquiry-based STEM tasks support lesson flexibility, facilitate subject integration, and enhance educational outcomes. The educational contributions of the study include: – deep, meaningful, and research-oriented learning for students; – development of systems thinking through analysis of complex systems; – improvement of decision-making and consequence-evaluation skills; – support for teachers’ professional development and adoption of innovative methods. The findings provide practical recommendations for the sustainable implementation of inquiry-based STEM tasks in school practice, curriculum enhancement, and improvement of overall educational quality. They offer value for both students and teachers, enabling the resolution of complex problems and application of knowledge in real-life contexts.

Beers, S. Z. (2011). 21st Century Skills: Preparing Students for Their Future. Science Scope, 34(6), 54–59. Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. National Academies Press. weeney, L. B., & Sterman, J. D. (2000). Bathtub dynamics: Initial results of a systems thinking inventory. System Dynamics Review, 16(4), 249–286. Jacobson, M. J., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. The Journal of the Learning Sciences, 15(1), 11–34. Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1–14. McKenney, S., & Reeves, T. C. (2012). Conducting Educational Design Research. Routledge.