Reframing engineering design: integrating design thinking and systems thinking in engineering education and practice to address wicked problems

Abstract

The conceptualization of “engineering design”, as outlined by the Canadian Engineering Accreditation Board (CEAB), has shifted over the years, however, the gap in engineering education remains a prevailing deficiency in engineering education and practice lies in the exclusion of non-technical competencies (such as empathy, communication, innovation, and creativity) that are impeding engineers from effectively addressing complex issues. These frameworks offer a robust methodology for tackling complex, dynamic, and interconnected challenges—referred to as “wicked problems”. In addition, this paper proposes a fourth-year engineering design course that explicitly incorporates these approaches, addressing the identified gap in social competencies within engineering education. By integrating these approaches into the foundation of engineering design education, there may be an avenue to equip engineers with the skills needed to empathize with stakeholders, understand contextual landscapes and generate meaningful solutions that contribute positively to society.