Abstract:
In response to the IUPAC call to introduce systems thinking in tertiary chemistry education, we have developed and implemented two interventions at the first-year undergraduate level: one was designed to integrate systems thinking in first-year organic chemistry using the topic of surfactants and the other in a first-semester service course to engineering students using the stoichiometry of the synthesis of aspirin. We demonstrate how the systems thinking approach in both interventions did not lose the focus of the chemistry content that needed to be covered, exposed students to the concept of systems thinking, started to develop some systems thinking skills, and made a case for the contribution that chemistry can and should make to meet the UN sustainable development goals. Through both the design and the implementation process, it has become clear that introducing systems thinking is complex and it remains a challenge to keep the complexity manageable to avoid cognitive overload. Both interventions leveraged the power of group work to help students deal with the complexity of the topics while also developing participatory competence required for sustainability. The development of systems thinking skills and a capacity to cope with complexity requires multiple opportunities. Infusing syllabus themes that relate to real chemical systems with a systems thinking perspective can provide such an opportunity without compromising chemistry teaching. We believe that skills development should continue throughout the undergraduate chemistry degree to deliver chemistry graduates who can make a difference to global sustainability.
