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Socioeconomic systems are complex adaptive systems comprising interacting agents and limited resources. Individual or organizational actors follow certain behavioural routines informed by their decision-making heuristics to reduce choice complexity and judgement. The presentation provides examples from the forthcoming Springer book in Management Science: ‘Understanding and Managing Socioeconomic Systems Behaviour’, coauthored by the presenters. Examples from healthcare, finance, sociology, and education are provided. The book explores different resource-agent qualitative and quantitative modelling and simulation applications in healthcare and pharmaceuticals systems, financial market systems, ideological and education systems.

This paper explores referendum campaigns and highlights the complex interplay of various factors, resources and agents that shape voting attitudes. The role of the media and ideological propaganda all play significant roles in shaping the outcome of a campaign, and have important implications for understanding the dynamics of sociopoloitical campaigning more broadly.

The main method applied is a hybrid resource – agent approach to simulation modelling, using system dynamics with agent-based components. Main key ''resources'' and ''agents'' can be pointed out as information or content resources that can be communicated and disseminated through other resources, like media or social networks, and individuals or organizations that actively create, disseminate or receive ideological messages and take voting decisions.

Sustainability transitions are complex and multidimensional processes that involve changes in socio-technical, socioeconomical and sociopolitical systems, institutions, cultures, and practices. Therefore, it is important to consider the ethical and just implications of sustainability transitions, in relation to sustainable development goals and environmental, social and governance principles.

Binge shopping syndrome is persisting and social networks has a lot to do with this. Fashion trends and peer opinions makes this issue more complex together with contributing to the system psychology and buying behaviour changes. This phenomenon is characterized by repetitive and compulsive excessive purchasing behaviors.

The pervasive influence of social media platforms has not only democratized fashion trends but also amplified the impact of peer opinions on individual consumption patterns. As these platforms curate and disseminate the latest fashion trends at an unprecedented speed, they simultaneously foster a culture of immediacy and comparison, which, in turn, fuels the urge to indulge in binge shopping.

This incessant exposure to peer purchases and endorsements creates a psychological feedback loop that reinforces materialistic values and alters buying behavior. The interplay between social networks and fashion trends contributes significantly to the systemic psychology that underpins binge shopping syndrome, leading to a marked shift in consumer behavior. This shift not only reflects changes in how individuals perceive ownership and value but also signifies transformations in social dynamics and identity construction within the digital age.

From a social psychology perspective, the preference for TV shows or series over movies among most people can be attributed to a number of interrelated factors aligned with cognitive and emotional processes. TV series, with their episodic format, offer viewers an extended narrative arc, allowing for character development and intricate storytelling than is typically possible within the confines of a movie's limited duration. This extended engagement fosters a stronger emotional bond between viewers and characters, akin to the development of real-world social relationships. Viewers invest more time in these fictional worlds and experience a sense of belonging and attachment, often referred to as parasocial interaction, where viewers come to think of these characters as friends or part of their social circles. Additionally, TV shows provide a regular, ongoing source of entertainment that can become a part of viewers' routines, offering a sense of stability and predictability that is comforting in the face of real-world uncertainties. Furthermore, the communal aspect of watching TV series like discussing episodes with friends, following shows together, or engaging in fan communities, meets a fundamental human need for social connection and shared experiences. Thus, from a social psychology standpoint, the preference for TV series over movies is not merely a matter of entertainment choice but reflects the psychological and social needs for connection, continuity, and community.

The education system, through its traditional emphasis on rote memorization, standardized testing, and a one-size-fits-all curriculum, inadvertently contributes to students' growing disdain for studying and a loss of motivation. This system often prioritizes quantitative measures of achievement, such as test scores and grades, over qualitative aspects of learning, such as critical thinking, creativity, and the development of a lifelong passion for knowledge. The overreliance on standardized testing as the primary metric for student achievement and school performance not only narrows the curriculum but also places undue pressure on students, leading to anxiety, burnout, and a perception of education as a tedious obligation rather than a journey of discovery. Furthermore, the lack of individualized learning paths fails to account for the diverse interests and learning styles of students, making it difficult for them to engage with the material and see its relevance to their lives and future aspirations. This disconnect between the content delivered and students' personal interests and aspirations can erode their intrinsic motivation to learn, fostering a sense of alienation from the educational process. Consequently, this approach to education saps the joy of learning, transforming it into an obligation rather than an exciting opportunity to explore and grow, ultimately leading to a disengagement from the educational process.

The problem of diminishing attention spans is significantly exacerbated by various systems factors, particularly within the realms of technology, media, and educational practices. The omnipresence of digital technology and social media platforms, designed to capture and monetize user attention, has led to an environment saturated with constant notifications, instant updates, and a relentless stream of content. This digital ecosystem encourages rapid switching between tasks and information sources, undermining the ability to maintain focus on a single task for extended periods. Additionally, the media's trend towards bite-sized, sensationalized content caters to and reinforces short attention spans, making it increasingly challenging for individuals to engage with more substantial material. In the educational domain, teaching methods that overly rely on technology without adequate emphasis on meaningful reading, critical thinking, and sustained concentration further diminish students' ability to focus. These system factors, combined with the societal valorization of multitasking, create a feedback loop that not only reflects but also perpetuates the problem of diminishing attention spans. As a result, individuals find it increasingly difficult to engage and reflect thoughtfully, or sustain attention, which has effects on learning, productivity, and even interpersonal relationships.

Foreign language learning represents a complex multilingual cognitive system that engages various dimensions of human cognition, embodying a multifaceted process beyond mere vocabulary acquisition. This system intricately intertwines linguistic, cognitive, and cultural competencies, requiring learners to navigate and internalize the syntax, semantics, phonology, and pragmatics of a new language. It demands not only the memorization of words and rules but also the ability to apply these elements dynamically in real-time communication. Moreover, the acquisition of additional languages involves the reorganization and adaptation of the cognitive system to accommodate and integrate new linguistic structures, promoting cognitive plasticity. As such, foreign language learning exemplifies a complex cognitive system that not only expands linguistic capabilities but also enriches cognitive processes and cross-cultural understanding, illustrating the profound interconnectedness of language, cognition, and culture. Switching between a native and a foreign language while speaking presents considerable difficulties due to the inherent cognitive processes associated with language production and comprehension. Primarily, the brain's default mode of operation in linguistic tasks is rooted in the native language, which serves as the foundational linguistic and cognitive framework through which thoughts are formulated and understood. When engaging in bilingual or multilingual communication, individuals must not only retrieve the appropriate lexical and grammatical structures from the foreign language but also suppress the automatic activation of their native language. This requirement for active inhibition contributes to the cognitive load, potentially leading to slower response times, increased likelihood of errors, and the phenomenon known as code-switching, where elements of the native language inadvertently intrude into the foreign language discourse.

Member at System Dynamics Society and UK OR Society

Member at System Dynamics Society and SVOR (Swiss Operations Research Society)

Member at System Dynamics Society