Abstract
Problem-solving is widely recognised as a critical capability for addressing contemporary societal challenges, including those associated with the United Nations Sustainable Development Goals (SDGs). Despite this recognition, initiatives aimed at strengthening problem-solving capacity often yield limited or uneven results. This article argues that one reason for this persistent gap lies in how problem-solving development is conceptualised. Rather than being understood as a discrete individual skill or a set of transferable techniques, problem-solving capability is framed here as an emergent property of a complex adaptive ecosystem. Drawing on systems thinking and causal loop diagramming, the article presents an ecosystem model that explains how problem-solving skills and dispositions develop, stagnate, or decline over time. The model highlights the interaction of educational practices, professional environments, incentive structures, learning opportunities, and reflective processes, showing how these interactions give rise to reinforcing and balancing feedback loops. Particular attention is given to the tension between quick-fix approaches prioritizing speed and deep-fix approaches emphasizing long-term impact. The article addresses conditions under which problem-solving capacity can be strengthened across contexts, treating SDG 4 (Quality Education) as a key leverage point for sustainable development.