Reframing resilience as a systemic issue: Meta-competencies that transform individuals and learning ecologies

Potts, M; Le Hunte, B

Reframing resilience as a systemic issue: Meta-competencies that transform individuals and learning ecologies

Potts, M

Le Hunte, B

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Publisher:: WILEY
Publication Type:: Journal Article
Citation:: Systems Research and Behavioral Science, 2024, 41, (5), pp. 750-760
Issue Date:: 2024-09-01

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Field	Value	Language
dc.contributor.author	Potts, M https://orcid.org/0000-0001-6394-8470
dc.contributor.author	Le Hunte, B
dc.date.accessioned	2025-01-21T00:06:25Z
dc.date.available	2025-01-21T00:06:25Z
dc.date.issued	2024-09-01
dc.identifier.citation	Systems Research and Behavioral Science, 2024, 41, (5), pp. 750-760
dc.identifier.issn	1092-7026
dc.identifier.issn	1099-1743
dc.identifier.uri	http://hdl.handle.net/10453/183892
dc.description.abstract	Educational systems in Australia are currently in a state of flux and disruption, with student mental health and engagement at crisis levels. Educators need help keeping students engaged and providing the skills and competencies to navigate uncertain futures. Addressing this challenge, our study examines a proposed set of meta-competencies (or systemic competencies) required for a systems reboot within our educational institutions. These meta-competencies are agency, adaptability, creativity, compassion, interbeing, self-awareness and reflexivity. This study analyses the application of these meta-competencies for transformative resilience or transilience in a secondary school setting, examining how systems awareness and self-awareness cannot be separated from the rest of the curricula. Using participatory action research methodologies and awareness-based systems change, this research demonstrates that agency, self-awareness and systems awareness can engage students in profound ways to create a new generation of systemic changemakers.
dc.language	English
dc.publisher	WILEY
dc.relation.ispartof	Systems Research and Behavioral Science
dc.relation.isbasedon	10.1002/sres.3052
dc.rights	info:eu-repo/semantics/openAccess
dc.subject.classification	Business & Management
dc.title	Reframing resilience as a systemic issue: Meta-competencies that transform individuals and learning ecologies
dc.type	Journal Article
utslib.citation.volume	41
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Provost
pubs.organisational-group	University of Technology Sydney/Provost/TD School
utslib.copyright.status	open_access	*
dc.date.updated	2025-01-21T00:06:24Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	41
utslib.citation.issue	5

Abstract:

Educational systems in Australia are currently in a state of flux and disruption, with student mental health and engagement at crisis levels. Educators need help keeping students engaged and providing the skills and competencies to navigate uncertain futures. Addressing this challenge, our study examines a proposed set of meta-competencies (or systemic competencies) required for a systems reboot within our educational institutions. These meta-competencies are agency, adaptability, creativity, compassion, interbeing, self-awareness and reflexivity. This study analyses the application of these meta-competencies for transformative resilience or transilience in a secondary school setting, examining how systems awareness and self-awareness cannot be separated from the rest of the curricula. Using participatory action research methodologies and awareness-based systems change, this research demonstrates that agency, self-awareness and systems awareness can engage students in profound ways to create a new generation of systemic changemakers.

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http://hdl.handle.net/10453/183892