LAUSR

Modeling complex non-physical systems is essential for understanding the interdependent dynamics of human-centered adaptive environments. This study extends the Goal Tree–Success Tree and Master Logic Diagram (GTST-MLD) framework to represent and analyze these systems beyond their traditional engineering applications. A mixed-methods approach, combining a systematic literature review, expert interviews, and survey-based validation, was employed to test the framework using the teaching–learning process in Higher Education (HE) as an illustrative case study. The results show how function-centered modeling within the GTST-MLD structure decomposes the complexity of the system and reveals pedagogical bottlenecks, providing a structured basis for designing adaptive strategies. Rather than measuring learning gains directly, the model offers a structured representation of the conceptual and methodological pathways that influence learner engagement, conceptual integration, and adaptability. Within this bounded context, this study demonstrates a reproducible GTST-MLD modeling procedure for non-physical systems, an auditable dependency structure, based on explicitly defined nodes and edges, and a coherent alignment between Threshold Concepts (TCs), Learning Outcomes (LOs), and methodological strategies. Together, these contributions offer a basis for diagnosing and optimizing complex non-physical systems and form a foundation for future empirical evaluation.