Indoor Air Cartoon Journal

Indoor Air Cartoon Journal, January 2024, Volume 7, #150

[Cite as: Fadeyi MO (2024). Avoiding critical thinking: The perils of unquestioned assumption-driven indoor air problem-solving. Indoor Air Cartoon Journal, January 2024, Volume 7, #150.]

Fictional Case Story (Audio – available online) – Part 1

Fictional Case Story (Audio – available online) – Part 2

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Indoor air problem solving is a complex process that requires evidence-based experience (i.e., knowledge, understanding, and skills) on the hazards and vulnerabilities that contribute to the risk of compromised quality, quantity, and safety of the provided indoor air. The complexity involved means multiple components, relationships, or layers of details determine factors that determine hazards and vulnerabilities and how they determine the risk level. Thus, every case of indoor air problem is unique. The uniqueness requires the indoor air problem-solving processes to be evidence-based. Unfortunately, in a country called Meridonia, the practice of using unquestioned assumptions with little or no critical and reflective thinking to solve indoor air problems was prevalent. The poor problem solving practice, which was not peculiar to the indoor air industry, led to the prevalence of low-value delivery to consumers or users of solutions provided. The education system producing the professionals contributed significantly to the poor practice. The journey of a woman to improve the education system to improve problem solving practices in the country, especially for indoor air, is the subject of this short fiction story.

1……………………………….

Amira Bilal was the only daughter of Professor Ali Bilal and Dr. Aisha Bilal. Professor Ali Bilal was a Carl Lewis Professor of Applied Mathematics at the Harnord University, United States of Abeorique. Harnord University was one of the best universities in the world at that time and still is. Professor Ali Bilal was a recipient of the prestigious Aaron Prize.

The Aaron Prize was the most prestigious award in the field of mathematics. Dr. Aisha Bilal was a Pediatric Neurosurgeon at the Harnord Medical School. For many years until her retirement, she was the Chief Pediatric Neurosurgeon at the Harnord Medical School.

Unsurprisingly, Amira Bilal, their daughter and only child, was known throughout the community as a brilliant mind, excelling exceptionally in academic studies and demonstrating exceptional critical thinking and problem-solving skills even at a very young age. Amira stood out in school from a young age for her ability to grasp complex concepts effortlessly.

Teachers marveled at the depth of her critical thinking and problem-solving abilities. Amira’s classmates often sought her help when grappling with challenging assignments, and her academic achievements garnered praise and admiration. Despite her prowess in the academic realm, Amira struggled with advocacy quality outside the classroom.

As a literary and debate club member at her high school, where one might expect strong advocacy skills, Amira’s arguments lacked the passion and conviction needed to sway opinions. Amira was part of the literary and debate club from middle to senior high school at her parents’ suggestion. While she could excellently analyse and dissect complex issues, expressing a firm stance and rallying support proved challenging for her.

In group projects or extracurricular activities, Amira’s classmates recognised her intelligence but were perplexed by her inadequacy in advocacy skills. During collaborative endeavours, Amira would often take a backseat, allowing others to make decisions and guide the team. The absence of assertiveness and initiative sometimes hindered the success of projects, leaving peers longing for the leadership expected from someone of Amira’s intellectual caliber.

As the years passed, Amira’s intellectual caliber paved the way for her to win local, regional, and global chemistry, physics, and mathematics Olympia competitions during her high school days, where her critical thinking and problem-solving skills continued to shine.

She won all the Olympia competitions she participated in from middle to senior high school. However, the real-world challenges and literary and debating competitions that demanded advocacy skills made her weakness become more apparent.

One pivotal moment occurred during the last year of her high school debating competition. The debating competition was at the state level, where Amira and her team were required to support the motion. The motion is “Critical and reflective thinking training should be given more preference than digital technology training in the school curriculum.” Amira was the most senior member of her team representing her school.

Thus, she was chosen to lead the team and make the last case for the motion they were arguing for. The argument presented was flawless in its logic and analysis, but when it came to Amira making the final argument to sway the judges’ opinions in favour of her team, the passion and conviction necessary to sway hearts were conspicuously absent in her argument.

The judges appreciated the intellectual brilliance, especially the one demonstrated by Amira, but the impact was muted without the fire of advocacy demonstrated by Amira. As a result, Amira’s team lost in the final and was unable to represent the school and the state at the national competition.

Amira’s team could have been first if she had laced her intellectual capability with a fire of advocacy. The disappointment was a low point in Amira’s high school experience, which was full of exceptional achievements. Amira knew her inadequate advocacy skills cost her team the first position, and she felt very bad about it.

The disappointment was so profound for Amira that she decided to dedicate her life to proving that in schools, the development of students’ critical and reflective thinking should be given the utmost priority. She believed that humans could benefit significantly from digital technology solutions and anything else valuable if they had sound critical and reflective thinking.

Amira’s disappointment from the debate competition and the lesson point on the need to improve her advocacy skills were quickly forgotten when she became the best student nationwide in the final national university entrance examination. She had a perfect score. A feat that had never been achieved before in the history of the examination. Till now, several decades later, no one had ever achieved the feat Amira set.

Coincidentally, three days after the debate competition disappointment experience, she read an article by a professor of knowledge exchange in indoor air engineering, making an argument that the process involved in solving indoor air problems helps improve critical and reflective thinking.

Amira was naturally drawn to be an indoor air field. She thought such professions would give her ample opportunity to develop her and train others’ critical and reflective thinking, emphasising giving value to oneself, others, and society.

She further thought that being in the education system, specifically at the university level, as an educator and researcher would increase her chances of achieving her goal. The following are extracts from the article she read about the importance of indoor air problem solving practice to critical and reflective thinking development.

“Engineers solving indoor air (quality, quantity, and safety) problems often deal with complex and multifaceted challenges. Indoor air problem solving practice requires a deep understanding of diverse factors revolving around several sources and sinks (removal) of air pollutants found in indoor environments, which can be dynamic and complex in nature.

Engaging with such complexity fosters critical and reflective thinking skills, as engineers must analyse, evaluate, and synthesise information to devise effective solutions that can maximise the value delivered to the consumers or users of the solutions (i.e., the systems solving indoor air problems).

Indoor air problems cut across multiple disciplines, requiring engineers to integrate knowledge from various fields, including chemistry, physics, biology, mathematics, engineering, architecture, environmental science, public health, medicine, art, humanities, social sciences, etc. The interdisciplinary nature of problem solving in this domain enhances critical and reflective thinking skills by necessitating a holistic approach to understanding and addressing the root causes of indoor air problems.

The field of indoor air is dynamic, with new technologies, materials, and regulations constantly emerging. Engineers solving these problems must continuously learn to stay abreast of the latest developments. This perpetual learning environment cultivates critical and reflective thinking, encouraging engineers to assess their approaches, learn from experiences, and adapt their strategies accordingly.

Engineers addressing indoor air problems rely on data analysis and evidence-based decision-making. They collect and interpret data from various sources to diagnose problems and evaluate the effectiveness of interventions. This emphasis on data-driven decision-making hones critical and reflective thinking skills, as engineers must assess the reliability of information and draw well-founded conclusions.

Indoor air problems often require innovative and out-of-the-box solutions. Engineers in this field are encouraged to think creatively and reflectively, exploring novel approaches to improve air quality, quantity, and safety in diverse environments. This emphasis on innovation contributes to developing critical and reflective thinking skills as engineers learn to evaluate the feasibility and effectiveness of unconventional solutions.

Indoor air problems may have significant health implications affecting human comfort, convenience, and awareness (i.e., cognitive ability), emphasising the need for ethical decision making. Engineers must consider the potential impact of their solutions on human health, the environment, and societal wellbeing. This ethical dimension adds a layer of complexity to problem solving, fostering critical and reflective thinking as engineers weigh various considerations and make responsible decisions.

Solving indoor air problems often involves working with diverse stakeholders, including building occupants, architects, facility managers, policymakers, etc. Engineers must effectively communicate their findings, recommendations, and potential impacts. Engaging with different perspectives and communicating complex ideas enhances critical and reflective thinking by necessitating clear, concise, correct, complete, and appropriate-in-style messages and persuasive articulation of thoughts and proposals.

Thus, being an engineer involved in solving indoor air problems provides fertile ground for the development of critical and reflective thinking. The multifaceted nature of these challenges, the interdisciplinary knowledge required, and the emphasis on continuous learning and ethical considerations contribute to the cultivation of skills that are invaluable for fostering critical and reflective thinking in professional and personal contexts.”

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Being a person naturally drawn to critical and reflective thinking development, Amira decided immediately after reading the article that she would study a course that could make her an indoor air professional. She decided to study environmental science and engineering at the prestigious Harnord University. Her parents gave their blessings. Professor Ali Bilal and Dr. Aisha Bilal always trusted their daughter’s decision as she had always been a diligent and responsible daughter.

The academic challenges of university life seemed tailor-made for Amira’s analytical mind, and she quickly rose to the top of her class. However, a sound advocacy quality remained elusive to her even as she excelled in her studies. In the academic realm, she became known as the problem solver, the student whose critical and reflective thinking skills were unmatched. Professors admired her ability to tackle complex engineering problems with ease, and classmates looked up to her for guidance on challenging assignments. Amira consistently secured top grades.

However, in group projects, she often retreated to her analytical strengths, providing solutions and insights but failing to take charge of the team. When faced with opportunities to lead student initiatives or advocate for environmental causes, Amira remained on the sidelines, preferring the comfort of academic pursuits over the challenges of active engagement.

She refrained from taking a prominent role in environmental causes on campus and in the community. Despite the lingering absence of leadership responsibilities caused by inadequate advocacy quality, Amira graduated with a first-class honours degree and a perfect GPA of 4.0 out of 4.0.

Amira’s exceptional academic performance caught the attention of renowned researchers in environmental science and engineering. As a result, she earned a prestigious scholarship for a Ph.D. programme at one the best universities in the world, the University of Brookebridge in Yoruland. Yoruland was one of the most economically and research-advanced countries like the United States of Abeoque.

In her quest to further develop her critical and reflective thinking and learn about the importance of developing them, Amira chose to conduct her PhD research with a fundamental research question, “What are the most effective methods and underlying philosophical principles for addressing and resolving complex problems related to indoor air quality, quantity, and safety delivery in a value-oriented manner?” She examined three research objectives to answer this fundamental research question.

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Research Objective 1: To investigate and evaluate existing methodologies and technologies aimed at addressing complex problems related to indoor air quality, quantity, and safety delivery in a value-oriented manner, analysing their effectiveness, limitations, and practical applications in diverse indoor environments.

A comprehensive literature review was conducted to identify and analyse existing methodologies and technologies related to indoor air quality, quantity, and safety problem solving. The review encompassed scholarly articles, conference papers, technical reports, and industry publications. The focus of the literature review was on understanding the historical evolution, strengths, weaknesses, and practical applications of various indoor air solutions.

The literature review led to the identification of a wide array of indoor air solutions related to ventilation systems, air filtration and purification technologies, indoor air pollutants source identification, building design construction, and management strategies, etc.

It was found that success in areas such as energy consumption, maintenance requirements, occupants’ behaviour, impact on occupants, and impact on other indoor environmental conditions were common themes for determining the usefulness of provided indoor air solutions. A gap in the literature regarding the long-term effectiveness and scalability of some emerging indoor air solutions was noted.

Interviews were conducted with experts and professionals in indoor air, including researchers and industry experts. Insights were gathered into various indoor air solutions’ practical applications, challenges, and effectiveness. These interviews provided qualitative data to complement the findings from the literature review.

Interviewees highlighted the importance of a holistic approach, emphasising the integration of source elimination or reduction methods, sinks (i.e., indoor air pollutants removal or dilution methods), and human behavioural factors for optimal indoor air quality, quantity, and safety. Challenges in implementing indoor air solutions, including resistance to change, budget constraints, and the need for ongoing education within the industry were identified by the interviewees.

Relevant case studies from different indoor environments, such as residential buildings, commercial spaces, and industrial facilities, were analysed to understand the real-world applications of indoor air solutions. The success and challenges faced in implementing specific solutions, considering factors like building design, cost, occupant behaviour, and geographical location, etc., were evaluated.

It was found that the adoption of appropriate ventilation rates coupled with high-efficiency filters and/or other air cleaning strategies and well-designed, constructed, and managed (i.e., maintained and operated) ventilation systems improved indoor air quality, quantity, and safety. The integration of smart sensors and real-time data analytics, especially those that were artificial intelligence-based, positively impacted indoor air value delivery.

Survey questionnaires were distributed to professionals working in the indoor air industry to collect quantitative data on the perceived effectiveness of different indoor air solutions, i.e., systems meant to solve indoor air problems. The survey questionnaires included questions on the adoption rates, performance evaluations, and identified shortcomings of various indoor air solutions identified during the literature review and case studies.

Survey respondents indicated a high adoption rate of traditional HVAC systems for indoor air control but expressed concerns about energy consumption and maintenance costs. A growing interest in sustainable indoor air solutions was noted, with a significant portion of respondents considering green building certifications.

A set of performance metrics was developed to objectively assess the effectiveness of identified indoor air solutions. These metrics included performance indices (i.e., quantity, quality, and safety), energy efficiency, cost-effectiveness, and human capability (i.e., comfort, convenience, and awareness) gained from the solutions and sacrificed to make the solutions work.

Statistical analysis tools were utilised to interpret and compare the collected data, identifying patterns and trends across different indoor air solutions. The analysis provided an insightful and contextualised understanding of indoor air solutions industry professionals can consider for adoption.

Information gathered from the literature review, expert interviews, case studies, surveys, and data analysis were synthesised. The synthesis was used to provide a comprehensive overview of the current landscape of indoor air solutions, highlighting common trends, success factors, and areas for improvement. This synthesis formed the basis for addressing Objective 1 and contributed to understanding effective indoor air problem-solving methods.

The synthesised information aided the development of a comprehensive framework for indoor air solutions that integrate proven technologies with emerging advancements. The developed framework emphasised the need for a balanced approach that increased the chances of value delivery and long-term sustainability.

The findings provided a glimpse into the diverse landscape of indoor air solutions, highlighting both successes and challenges. The developed framework sets the stage for further exploration and recommendations to address the complexities of indoor air quality, quantity, and safety problem-solving.

Research Objective 2: To explore the underlying philosophical principles and theoretical frameworks that inform current approaches to indoor air quality, quantity, and safety problem-solving, aiming to identify key principles that contribute to the effectiveness of methods and solutions for solving the problems.

An in-depth review of literature that explores the philosophical principles underpinning indoor air problem solving was conducted. Academic articles, philosophical writings, and theoretical frameworks that discuss the foundational principles guiding indoor air research and solutions were identified and analysed.

A diverse range of philosophical perspectives influencing indoor air research, including ethical considerations, sustainability principles, and human-centered approaches, was identified. The prevalence of practical ethics in indoor air literature was noted, emphasising the greatest good of indoor air for most occupants.

Indoor air thought leaders, environmental philosophers, and researchers specialising in interdisciplinary approaches were engaged in semi-structured interviews. Insights were sought into their work’s philosophy, exploring how ethical considerations, sustainability principles, and broader philosophical perspectives inform indoor air problem-solving.

The interviews revealed a variety of philosophical influences, with some experts emphasising the importance of environmental justice and others highlighting the role of virtue ethics in indoor air decision making. The experts emphasised that virtue ethics is a moral philosophy that healthy indoor air is a basic human right. The thought leaders agreed that there is a need for a more holistic and interdisciplinary approach to indoor air quality, quantity, and safety problem solving to achieve healthy indoor air.

Additionally, a developed framework that categorised indoor air solutions based on their philosophical foundations revealed distinct clusters aligned with utilitarianism, deontology, and environmental ethics. Utilitarianism philosophy is an ethical theory that evaluates the morality guiding indoor air professionals to make decisions to maximise comfort, convenience, and awareness (i.e., cognitive ability) building occupants experienced from the indoor air conditions they were exposed to.

Deontology philosophy ensures professionals have moral principles that make them believe that regardless of challenges or obstacles involved in the process of solving indoor air problems, efforts must be made to ensure that healthy indoor air is provided to building occupants. Environmental ethics is the moral principle guiding indoor air professionals to ensure they do not infringe on environmental health through pollution from excessive or wastage of energy and other resources consumption.

It was observed that the developed ethical framework guiding indoor air solutions correlated with the interviewed professionals’ perceived success in addressing the complex indoor air quality, quantity, and safety problems.

Analyses were done to examine how ethical frameworks were applied in decision-making processes, examining the impact on the effectiveness of indoor air solutions developed to eliminate or reduce the identified causes of indoor air problems to solve indoor air problems. As mentioned in Objective 1, the case studies were conducted in residential buildings, commercial spaces, and industrial facilities.

The analyses from the case studies highlighted instances where ethical considerations, such as equitable access to healthy indoor air and community engagement, played a crucial role in shaping the development of effective indoor air solutions.

As observed from the research conducted, the ethical considerations played a crucial role because they ensured fair and inclusive distribution of resources and benefits, identification of community-specific needs, cultural sensitivities, raising awareness, participatory decision making, etc. A positive correlation between indoor air solutions prioritising ethical considerations and their long-term sustainability was observed.

Indoor air standards and guidelines issued by regulatory bodies and international organisations were examined. Philosophical foundations that underlie these standards focusing on principles that contribute to effective indoor air problem solving, were examined.

Analysed indoor air standards and guidelines revealed a prevalence of utilitarian and precautionary principles in regulatory frameworks. However, it was observed that there is considerable room for improvement in considering societal well-being and potential risks in the establishment of indoor air standards.

Research Objective 3: To develop and propose innovative methods rooted in the identified philosophical principles for addressing complex indoor air quality, quantity, and safety problems, emphasising practical applicability and adaptability across diverse indoor environments, with the goal of contributing to the advancement of effective indoor air solutions.

Based on the conceptual frameworks developed to fulfill objectives 1 and 2, prototypes of innovative indoor air solutions that embody the identified philosophical principles were developed. The prototypes had practical applicability, adaptability, and feasibility characteristics for implementation in various indoor environments studied.

The prototypes developed in the PhD research studies are: (i) Smart sensors and monitoring devices, (ii) Internet of Things (IoT)-integrated indoor air management systems, and (iii) Educational indoor air toolkit prototypes. The developed prototypes were informed by the common root causes of defined indoor air problems of the indoor environments used for the case studies.

The smart sensors and monitoring devices had the capability to detect and measure selected indoor air pollutants in real time. These devices provided continuous data feedback and alerts to occupants and building management systems. The developed Internet of Things (IoT) integrated indoor air management system prototype connected certain sensors, devices, and building systems. The prototype allowed for centralised control, monitoring, and adjustment of indoor air parameters in real time.

Controlled laboratory tests were conducted to assess the performance, efficiency, and effectiveness of the developed indoor air solution prototypes. Standardised testing procedures were utilised to objectively measure the impact of the prototypes in solving indoor air problems. Laboratory tests demonstrated the effectiveness of the prototypes in improving IAQ, reducing pollutants, and optimising energy efficiency.

It was confirmed that the prototypes aligned with the identified philosophical principles without compromising technical performance. Laboratory tests demonstrated the effectiveness of the prototypes in improving indoor air quality, quantity, and safety while optimising energy efficiency. It was confirmed that the prototypes aligned with the identified philosophical principles without compromising technical performance.

Field trials of the indoor air solution prototypes were done in selected residential, commercial, and industrial buildings. The selected buildings for the field studies were part of the large sample size of buildings used for case studies addressing objectives 1 and 2. The intention of the field studies was to evaluate the adaptability and practical applicability of the developed prototypes across different building types and occupant activities.

Field trials across diverse indoor environments revealed the prototypes’ adaptability and practical applicability, showcasing their effectiveness in real-world scenarios. However, the need for minor adjustments to optimise performance in specific contexts was emphasised.

Feedback from both laboratory testing and field trials was gathered to identify areas for improvement. The prototypes were iteratively refined based on practical challenges and real-world performance data, ensuring continuous improvement. A comprehensive cost-benefit analysis was conducted to assess the economic viability and feasibility of implementing the proposed prototypes and the indoor air problem solving methods.

Life-cycle costs, potential savings, and return on investment were considered to provide a holistic perspective on the economic aspects. The comprehensive cost-benefit analysis revealed that the long-term benefits, such as improved health outcomes and energy savings, outweighed initial implementation costs.

Sessions to gather feedback from stakeholders, including building managers, occupants, and indoor air professionals, were organised. The sessions were conducted to assess the perceived acceptability and usability of the proposed prototypes and the indoor air problem solving methods from the perspectives of end-users and industry practitioners.

The stakeholder feedback sessions indicated high acceptance of the proposed prototypes and the indoor air problem solving methods. The research and acceptance by industry professionals highlighted the importance of involving stakeholders in the development process to ensure user-friendly solutions.

It was noted in the PhD thesis that the adoption of the proposed indoor air solutions and problem solving methods should be largely informed by the causes or contributing factors to the defined indoor air problems and the need of the users or consumers of the indoor air solutions. The success reported in the thesis alone should not be used to justify adopting proposed indoor air solutions and problem-solving methods in practice. Evidence-based contextualisation is essential in indoor air problem solving practice. 

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The key takeaway from Amira’s PhD thesis is that the utmost level of critical and reflective thinking can not be avoided in indoor air problem-solving. Critical and reflective thinking is needed to sort through the multiple components, relationships, or layers of details determining factors determining hazards and vulnerabilities and how they determine the risk level. Hazards in this context are sources or phenomena capable of introducing pollutants into indoor air. 

Vulnerabilities in this context mean sinks or anything capable of protecting the indoor air from contamination or removing pollutants from indoor air. Critical and reflective thinking is essential in questioning assumptions. It is useful for producing evidence-based experience (i.e., knowledge, understanding, and skills) on the hazards and vulnerabilities contributing to the risk of compromised quality, quantity, and safety of the provided indoor air.

The practice of relying on assumptions and taking them as facts or not even knowing they are being made when solving indoor air problems is a recipe for a high level of unhealthy indoor air delivery with high building energy and other resources consumption, leading to many building occupants experiencing a high level of discomfort, inconvenience, and compromised awareness (i.e., cognitive ability).

The academic community recognised Amira’s contributions, and her work garnered attention in prestigious journals and conferences and the industry. Amira’s exceptional research output resulted in a well-deserved reputation as a brilliant academic. The PhD journey solidified her expertise in environmental engineering, particularly on indoor air, and she emerged with a dissertation that was lauded for its depth, originality, and industry relevance.

Upon completion of her PhD studies, Amira faced a crossroads. An array of opportunities awaited her in academia, industry, and research institutions. Her outstanding academic record opened doors to positions in the industry and at renowned universities and research centers, each eager to leverage Amira’s expertise in solving complex indoor air problems.

Amira opted for a position as an assistant professor in the civil and environmental engineering department at Castwood State University, Meridonia. Meridonia is a country located in another continent different from her country, the United States of Abeorique and Yoruland, the country where she did her PhD.

Castwood State University offered Amira a highly competitive salary and multimillion-dollar research funding to set up her research lab. Castwood State University was among the top 10 universities in the world at that time. Additionally, the education system in Meridonia was very competitive and well-respected globally.

In the academic setting, Amira felt a sense of comfort. The role allowed her to focus primarily on her passion for research, teaching, and contributing to the academic community. As an assistant professor at Castwood State University, the expectations for advocacy in real-world situations (i.e., the industry and community) were less apparent than roles in the academia.

In this role, Amira became immersed in academic pursuits, publishing influential research papers and mentoring undergraduate and graduate students. The lack of direct engagement with pressing real-world issues meant Amira could sidestep the need for assertive, passionate advocacy.

She comfortably existed within the confines of the university, contributing to the academic landscape without being confronted by the challenges of leading initiatives or championing causes beyond the ivory tower. Amira’s choice of a university position, while providing a sanctuary from the demands of real-world leadership, also underscored the potential missed opportunities for making a broader impact on societal and environmental issues.

Amira thrived in the classroom, delivering captivating lectures and guiding students through intricate concepts. Her knack for critical and reflective thinking and problem solving translated seamlessly into academia, earning her the respect and admiration of both students and colleagues. However, the extent to which Amira could use her experience to develop students’ critical and reflective thinking is limited by the educational system in Meridonia.

Meridonia is a society that has long cherished the pursuit of knowledge and the power of education. Generations of students had passed through the hallowed halls of academia, including Castwood University, equipped with the skills and wisdom to face the challenges of the world. However, as time went on, an alarming trend began to emerge.

The education system, once a beacon of enlightenment, had shifted its focus. Instead of fostering critical thinking and problem-solving skills, it began to emphasise rote memorisation and the regurgitation of information. Students were trained to follow predetermined steps and formulas, becoming adept at solving specific problems but lacking the ability to think beyond the given scenarios.

In Meridonia, education had become synonymous with the mere transmission of facts and figures. Teachers, lecturers, and professors at different levels of the country’s education system were burdened with the pressure of covering vast amounts of content, leaving little room for exploration, inquiry, or the nurturing of creativity. The system prioritised uniformity over uniqueness and conformity over curiosity.

Amira had always felt uncomfortable with how the education system had been limiting students’ confidence to demonstrate or willingness to develop critical and reflective thinking as it was not really appreciated.

She was also concerned with how the education system is hampering her ability to train students to develop critical and reflective thinking effectively. What made the matter more concerning for Amira was that critical and reflective thinking was widely talked about but not practiced when it comes to problem solving, training or teaching of students, and setting assessment criteria.

The turning point came when she encountered a critical moment that shook the foundations of her beliefs and practices. In her classroom, there was a bright and inquisitive student full of potential and curiosity.

However, despite the evident intelligence and eagerness to learn, this student struggled within the rigid constraints of standardised testing and a one-size-fits-all educational approach. The frustration and unfulfilled potential of this student became a poignant moment of realisation for Amira.

Witnessing the struggle of a student whose capabilities far exceeded the limitations imposed by the traditional system struck a chord with Amira. It was a moment of empathy and insight that made her question the effectiveness of the educational environment she was a part of. The realisation dawned on her that the system, designed to nurture and educate, was inadvertently stifling creativity and hampering the development of critical and reflective thinking abilities in students.

The frustration of that bright student became a symbolic representation of a broader issue within the educational landscape. It ignited a passion within Amira to challenge the status quo, prompting her to question the very essence of education and its ability to cater to the diverse needs and potentials of students.

Another instance was when Amira witnessed how graduates, though armed with degrees, could not think critically, reflectively, and solve real-world problems. The education system had become a factory, churning out students who excelled at memorising facts but faltered when faced with complex challenges.

Indoor air solution professionals, who were graduates of the education system, flooded the market, offering innovative technologies and services meant to alleviate the adverse effects of indoor air problems. However, a troubling trend began to unfold as these indoor air experts unintentionally caused more problems than they resolved.

One prominent player in this industry was Fresh Air Solutions Private Limited (not the real name of the company for obvious reasons), a company that boasted cutting-edge technologies to purify indoor air. Homeowners and businesses eagerly embraced their services, hopeful that cleaner air would lead to healthier living and working environments. The first signs of trouble became apparent when Fresh Air Solutions installed a state-of-the-art ventilation system in a local school.

Intended to reduce indoor pollutants and improve air circulation, the system, unfortunately, malfunctioned, leading to increased concentrations of primary and secondary air pollutants (formed from indoor air chemistry). Parents and teachers raised concerns as students began experiencing respiratory problems, directly contradicting the company’s promise of healthier indoor environments.

Similar incidents unfolded across various establishments. Home air purifiers, marketed as the ultimate solution for clean indoor air, began causing allergic reactions in residents due to improperly filtered particles. High efficiency HVAC systems, designed to optimise indoor air condition, led to unexpected spikes in energy bills and frequent breakdowns, leaving homeowners frustrated and dissatisfied.

The underlying problems stemmed from a rush to introduce the latest and most advanced technologies without thorough testing or consideration of potential drawbacks, and impact on the consumers of the indoor air solutions. The lack of appreciation of the causes of indoor air problems led to the development of solutions that did not solve the problems at hand or cause more problems that could have been avoided. Many indoor air solution providers in the industry prioritised innovation over reliability, pushing out products and services that were not adequately vetted for unintended consequences.

As the cases of worsened indoor air quality, quantity, and safety mounted, citizens grew increasingly disillusioned with the very industry meant to enhance their wellbeing. The once hopeful narrative of healthier living through advanced indoor air solutions took a sharp turn, raising questions about the credibility and responsibility of solution professionals in the indoor air industry.

The citizens thought adopting digital technologies could help provide healthy indoor air. They later realised that the benefits inherent in digital technologies could only be maximised if indoor air professionals knew how to solve indoor air problems effectively.

The roots of the menace in the industry extended beyond just the industry itself. It could be found in the country’s educational system. The emphasis on rote memorisation and adherence to predetermined steps had far-reaching implications, influencing the mindset of professionals entering the indoor air industry.

In the Meridonia education system, students were trained to follow prescribed formulas and procedures, excelling in solving specific problems but lacking the ability to think critically and adapt to unique situations. The rigid education system inadvertently produced solution professionals who were proficient at applying established methods but struggled when faced with the dynamic challenges of the real world.

As these individuals entered the indoor air industry, they brought with them a set of skills that, while effective in controlled academic environments, proved inadequate for the complexities involved in solving indoor air problems in real world (i.e., the industry and community).

The emphasis on following predetermined steps left little room for innovative thinking, critical evaluation, and holistic problem solving – crucial elements in the indoor air industry that required a nuanced approach to the diverse challenges presented by indoor environments where other conditions such as thermal, acoustic, light or visual, and spatial or ergonomic conditions condition, and building integrity must not be compromised.

Recognising the link between education and industry challenges, Amira decided to champion an initiative to advocate for reform of the education system, advocating for a curriculum that nurtured critical and reflective thinking needed to solve problems in a value-oriented manner.

Critical and reflective thinking that questions assumptions relies on facts and pays attention to the needs of the consumers of the solution being developed was not being practiced appropriately in the projects given to students in the education system.

The poor training was transferred to the industry when these students became graduates and started working in the industry. The inadequate problem solving practices were not peculiar to the indoor air industry. They cut across several industries in Meridonia.

These critical moments marked the beginning for Amira, who was now an Associate Professor, not to ignore the disheartening trend any longer. Her quest for a more students’ critical and reflective thinking development-centric approach to education had reached a mature stage.

She desired to champion the creation of an education environment where every student, regardless of their learning style, could flourish and reach their full potential. The profound impact of this personal and professional turning point set the stage for Amira’s transformative learning journey.

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The first step for Amira was an honest self-assessment. In the process of thinking about how to embark on making the change, Amira reflected on her experience over the years from high school to the present. She knew there would be much resistance to her idea coupled with being a foreigner in Meridonia, and to effectively achieve her goal of making a change, she would need to improve her advocacy skills.

Amira spent hours reflecting on past experiences, seeking to understand the root causes of her advocacy challenges. Recognising the need for improvement, Amira reached out to colleagues and mentors for candid feedback. Armed with insights, Amira set out to explore educational opportunities.

Signing up for leadership and advocacy training programmes became a priority for her. Amira attended workshops, seminars, and online courses, immersing herself in topics ranging from effective communication to strategic advocacy. The newfound knowledge ignited a sense of empowerment.

Mentorship played a pivotal role in Amira’s journey. A seasoned leadership and advocacy expert took Amira under her wing, providing valuable guidance and constructive feedback. Through regular coaching sessions, Amira learnt to develop her advocacy skills and, in the process, sharpened her leadership principles in real-world scenarios.

Setting clear goals became the roadmap for improvement. Amira, with the mentor’s assistance, identified specific areas to target, breaking down larger objectives into manageable steps. This approach not only provided a sense of direction but also allowed for tangible progress measurement.

Practice became the crucible for honing skills. Amira volunteered for leadership roles within projects in her department and university, presented ideas to the team, and actively participated in collaborative initiatives. Each experience provided an opportunity for her to apply and reinforce the newly acquired advocacy skills.

Feedback, though at times challenging, became a cornerstone of growth for her. Amira established a culture of open communication within the team, encouraging colleagues to share insights and suggestions. She embraced constructive criticism as a catalyst for improvement.

Outside her university, Amira engaged with professional networks and community initiatives. Attending conferences and events allowed Amira to observe successful leaders and advocates in action, gaining inspiration and diverse perspectives.

Continuous learning became a lifestyle for her. Amira devoured leadership and advocacy literature and sought out the latest trends in the field. This commitment to staying informed ensured that Amira’s journey was not a one-time effort but an ongoing evolution.

As the months passed, the transformation in Amira’s advocacy skills with improved leadership skills became evident. It was at this point that Amira decided to embark on her main target – reform of curriculum that ensured students were well trained not to avoid critical and reflective thinking when solving problems. A curriculum that will produce graduates who do not use unquestioned assumptions to drive problem-solving.

Amira’s leadership style was characterised by a relentless pursuit of excellence and a genuine concern for the future of students in the country. With unwavering determination, she rallied support from fellow educators and industry experts and even engaged with policymakers to garner the necessary resources for the transformative initiative.

In her role as a thought leader and advocate, Amira became the driving force behind creating task forces and committees dedicated to overhauling the existing curriculum grounded in students’ critical and reflective thinking for problem solving. Her advocacy for a holistic approach to education, which prioritised effective problem solving in a complex system and interdisciplinary studies, resonated with educators and professionals alike.

With persuasive communication skills, Amira addressed key stakeholders in the education system, highlighting the shortcomings of the existing model and articulating the potential benefits of the proposed changes. Her advocacy extended beyond academic and industry circles, reaching the broader community through town hall meetings, workshops, and seminars.

In her teachings at the university and other engagements in academia, industry, and community, Amira used several case studies to pass across her message on the importance of not using assumptions to drive problem-solving efforts. Many of the case studies she shared emanated from her case study research. An example of the case studies she shared is given below. The example below is related to Amira’s specialisation – indoor air.

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“An indoor air consultancy company was consulted to solve a highly prevalent poor perceived indoor air condition and sick building syndrome symptoms complaints from staff and guests of a 25-year-old, high-rise, air-conditioned hotel building located in a vehicular traffic busy street in downtown Babacus in a tropical country called Emaroon. Mr. Donald Douglas, a staff member of the consultancy company, was chosen to lead the team tasked to solve the indoor air problem.

Mr. Douglas relied on unquestioned assumptions instead of diligently collecting empirical evidence, and his competent team unquestioningly adopted this approach, neglecting critical and reflective thinking and the crucial steps of objectively defining and identifying the root cause of the problem.

Douglas and his team assumed the hotel’s indoor air problems were solely due to the aging ventilation system. Asking little or no questions and without proper investigation, they modified the HVAC system, hoping to solve the problem. However, as weeks passed, it became clear their assumptions were inadequate and significantly caused more problems. Despite ongoing efforts, problems and occupants’ complaints persisted, highlighting the team’s failure.

To avert the escalating chaos and limit the embarrassment, the consultancy company dispatched a second team led by a seasoned investigator to reassess and rescue the situation. The new team adopted a meticulous approach, guided by thoughtful and relevant questions, collecting data, conducting thorough analyses, and involving hotel staff and guests in the process. The consultancy company consulted Amira to guide the new team. Amira’s advice and suggested approaches to problem-solving were well received.

Their findings revealed that the root cause of the indoor air problem was not just the HVAC system but a combination of factors, including the building’s proximity to traffic emissions, inadequate maintenance practices, plumbing system, building materials, mold and moisture, cleaning products, smoking, guest activities, food preparation, cooking, etc. The patterns, intensity, and duration of emissions were also discovered.

The new team proposed a comprehensive set of countermeasures that reduced and eliminated the identified causes of the indoor air problem leading to staff and guests’ complaints. In the end, the hotel management came to the conclusion that they had invested resources with little or no usefulness. They learnt the importance of contextualisation in problem-solving, an area Douglas’s team failed in.

The failure experience also served as a valuable lesson for Mr. Douglas and his team, highlighting the importance of the thorough investigation, objective problem definition, and continuous learning in the realm of problem-solving. Mr. Douglas learnt that treating assumptions like facts is like playing a lottery and hoping to win a big payday in a lottery with a very low chance of winning.

After that, Mr. Douglas did not blind himself with unquestioned assumptions again when solving problems. Thus, he was able to do the following effectively: (i) define problems and identify their causes, (ii) develop and test a system meant to eliminate or mitigate the causes, (iii) learn from problem-solving events, and (iv) maximise value delivery for all stakeholders, including users of a solution – system solving the problem.”

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As the momentum for change grew, Amira’s leadership and advocacy qualities shone through in navigating the inevitable challenges. Under her leadership, her team skillfully managed resistance from those hesitant to depart from traditional educational approaches while maintaining a vision that prioritised the needs of the industry, community, and students.

Under Amira’s guidance and with the government’s support, the revamped curriculum began to take shape. Practical coursework, collaborative projects, and industry internships became integral components at various institutes of high learning, ensuring that students gained not only theoretical knowledge but also practical experience essential for addressing real-world problems.

Of particular interest to this story is the indoor air industry. New graduates entering the indoor air industry, especially those who have passed through Amira’s class, started to change the problem-solving narratives to high-value delivery for consumers or users of indoor air solutions. At all levels of the education system, students learnt to question their assumptions and use questions to drive problem solving exercises.

Under Amira’s guidance and with the government’s support through several policies that encourage the adoption of critical and reflective thinking in problem solving, the revamped curriculum began to take shape. Practical coursework, collaborative projects, and industry internships became integral components at various institutes of high learning, ensuring that students gained not only theoretical knowledge but also practical experience essential for addressing real-world problems.

Of particular interest to this story is the indoor air industry. New graduates entering the indoor air industry, especially those who have passed through Amira’s class, started to change the problem-solving narratives to high-value delivery for consumers or users of indoor air solutions and other stakeholders involved. At all levels of the education system, students learnt to question their assumptions and use questions to drive problem solving exercises.

At all levels of the education system, students learnt to question their assumptions and use questions to drive problem solving exercises. Due to advocacy to reform the education system in Meridonia led by Amira, priorities were now given to celebrating problem solving in a value-oriented manner, especially for the end users, instead of celebrating solution creation as the endpoint.

Amira’s exemplary leadership and advocacy qualities revolutionised the education system and set a precedent for other countries grappling with similar challenges with similar challenges. Her commitment to fostering critical thinking and problem-solving skills became a benchmark for educational excellence, influencing a broader movement in academia to prepare students for the complex demands of the professional landscape. Amira’s legacy lived on, not only in the success of graduates but in the lasting impact on the indoor air industry and other industries, the community, and the education system. The End!