Using problems with wicked tendencies as vehicles for learning in higher professional education: Towards coherent curriculum design

This study contributes to a deeper understanding of using problems with wicked tendencies as vehicles for learning in higher professional education (HPE). It was guided by this question: How can the features problems, problem-solving approaches and outcomes be aligned HPE courses aiming prepare students addressing tendencies? A multiple case design used investigate six HPE. Data came from semi-structured interviews teachers, external stakeholders, observations document study. Wickedness defined terms complexity, uncertainty value divergence. Findings showed nine characteristic manifestations wickedness that encounter should learn deal with. These pertain system-like character, changing patterns fragmented character problems; transdisciplinary, adaptive participatory process; integral, provisional mutually-shared outcomes. The led generation curriculum principles implementation foster students' skills tendencies. conjecture is experiences create destructive tension leading efforts reduce reducing wickedness. Teachers balance tension, provide alignment dimensions problem, process outcome ensure integration these such coherent design.