Professional education increasingly requires graduates to make decisions in complex systems marked by multiple stakeholders, feedback, delays, uncertainty, and unintended consequences, yet systems thinking is still often taught as a set of disconnected tools rather than as an integrated professional practice. This conceptual paper adopts an integrative theory-building approach to develop a unified architecture for systems thinking in professional education, drawing purposively on systems traditions, practice-based learning, assessment scholarship, and emerging work on generative artificial intelligence (GenAI). The paper proposes four iterative practices (sensemaking and boundary setting, co-modelling and causal representation, intervention reasoning, and meta-learning) as the core architecture for learning systems thinking in professional contexts. It further translates this architecture into indicative implications for curriculum sequencing, authentic tasks, and assessment, while positioning GenAI as a cross-cutting support/risk layer that can assist iteration and critique but also introduce predictable risks such as fabricated causal links, overreliance, and false mastery. To address these risks, the paper outlines governance conditions based on traceability, uncertainty checks, stakeholder validation, and process-based assessment. Overall, the framework provides a design-oriented basis for teaching, assessing, and governing systems thinking in contemporary professional education and a foundation for future empirical testing.
Pedraja-Rejas et al. (Tue,) studied this question.