Stories and systems: educational interactive storytelling to foster media literacy and systemic thinking

In an era of super-complexity, where wicked problems resist straightforward solutions and the very frameworks for producing knowledge are contested, transformative learning is not a pedagogical option but a necessity. Without the capacity for systemic, transdisciplinary thinking, learners risk being overwhelmed by information complexity, susceptible to misinformation, and unable to act meaningfully on the challenges they face. This paper argues that Interactive Digital Narratives (IDNs) offer a distinctive pedagogical instrument for bridging this gap: by immersing learners in nonlinear, perspective-shifting narrative experiences, IDNs can cultivate the critical literacies and systemic sensibilities that transformative learning requires. However, realising this potential demands a principled framework for design and implementation. We introduce two connected contributions: the concept of Systemic Learning IDNs, which are narrative experiences explicitly designed to support learners in exploring complex systems, and the CLASS transdisciplinary pedagogical framework, a structured model integrating systems thinking, design thinking, and interactive storytelling to guide their creation and use. Applying CLASS to two contrasting case studies, a commercial narrative simulation and a student-developed educational prototype, we demonstrate how IDNs can be designed and deployed to foster media literacy, systemic thinking, and collaborative problem-solving across disciplinary contexts. The paper offers both conceptual grounding and practical recommendations for educators seeking to implement transformative, systems-oriented learning in an increasingly complex world.