Integrating Socio-Technical Perspectives in University Learning: The Importance of Socio-Technical Inquiry Learning (STIL) for Preparing Competent Graduates

Abstract

Contemporary higher education faces the challenge of preparing graduates who are not only technically competent but also possess high social awareness. This article analyzes the importance of integrating socio-technical perspectives in university learning through the Socio-Technical Inquiry Learning (STIL) framework. Through literature review and learning practice analysis, this research demonstrates that traditional learning focused solely on content mastery is inadequate for preparing students to face the complexities of the modern workplace. The STIL framework integrates six socio-technical system components with five inquiry learning stages (5E Model) to create authentic and meaningful learning experiences. Analysis results show that STIL implementation can enhance systems thinking abilities, generic science skills, and students' social awareness. The primary recommendation is the adoption of the STIL framework in university curricula to produce graduates ready to face complex and dynamic professional challenges.