Markay Orgill, Scott Donnelly, and Seamus Delaney,
M. Orgill, S. Donnelly, and S. Delaney, in Chemistry Education for a Sustainable Future, ed. C. H. Middlecamp, M. M. Kirchhoff, P. Mahaffy, and K. Kümmerer, Royal Society of Chemistry, 2025, 13, ch. 4, 93-134,
DOI: https://doi.org/10.1039/9781837676576-00093,
This chapter explores how systems thinking can be used to connect sustainability to chemistry concepts. As systems thinking is a relatively new pedagogy in chemistry education, the chapter begins by providing a brief overview of the core characteristics of systems thinking, as well as potential benefits and challenges associated with this approach. The segment uses two sustainability contexts, one to reveal how the characteristics of systems thinking can make existing chemistry contexts more interesting, and the other to show how SOCMEs can be used to connect core content to planetary systems and real-world issues. The passage concludes by providing recommendations related to the integration of systems thinking into chemistry course.