<b>Can emotions support better systems thinking? A critical incident study exploring how practicing engineers navigate sociotechnical problems</b>

<p dir="ltr">Engineering problems are becoming increasingly complex and sociotechnical due to rapid technological changes, globalization, and evolving societal needs. As engineers strive to navigate these complex sociotechnical problems, systems thinking has been recommended as a valuable cognitive method. While much attention has been given to developing systems thinking in engineering education, the emotional dimensions of problem solving remain underexplored. In particular, the relationship between emotions and systems thinking has received little attention in engineering education research, despite longstanding evidence from psychology and neuroscience suggesting that emotion and cognition are interconnected and influence each other. To address this gap, this dissertation examines the interplay between systems thinking and emotions when practicing engineers address sociotechnical problems. Using Critical Incident Technique, I interviewed 18 practicing engineers from diverse disciplines and geographic contexts to investigate: (1) when and how engineers practice systems thinking, (2) when their emotions are elicited, and (3) the roles their emotions played in facilitating systems thinking. Findings revealed that systems thinking often emerges as a tacit, context-responsive approach to problem solving for a variety of situations such as stakeholder negotiations, developing solutions under multiple technical and social constraints, prioritizing human centered approach, encountering conflicting goals, and making high-stakes decisions. More importantly, the same situations also elicited a range of negative, positive, and valance neutral emotions. Rather than hindering problem-solving, these emotions served as cues and resources for supporting systems thinking by encouraging engineers to anticipate unintended consequences, consider diverse perspectives, recognize sociotechnical interdependencies, and reflect on their social responsibilities. By grounding the findings in the lived experiences of engineers, this research contributes a more situated understanding of <i>when</i> and <i>how</i> systems thinking is operationalized in the workplace. The study also proposes a new conceptual framework that positions emotion as a central element of sociotechnical problem solving, alongside systems thinking. This framework, along with the real-world situations identified in the study, can support the development of authentic learning experiences and assessments—areas that will guide future work.</p>