1. System Components 2. Interconnections within the System 3. Emergent properties 4. Feedback Loops 5. Leverage Points 6. Boundaries 7. Dynamics Putting all the elements together: In the bicycle and person system, the components (bike parts and rider) are connected through interconnections that create the emergent property of the successful transportation of the individual from […]
Joseph Marc Whalen, Stephen A. Matlin, Thomas A. Holme, Jaclyn J. Stewart and Peter G. Mahaffy, ACS Sustainable Chem. Eng. 2022, 10, 39, 12933–12947, DOI: 10.1021/acssuschemeng.2c03159, This article explores the role of chemistry in addressing global sustainability challenges through a systems thinking perspective. Using reactive nitrogen compounds as a case study, the authors highlight how […]
Tom Bielik, Ibrahim Delen, Moritz krell and Orit Ben Zvi Assaraf, Journal for STEM Education Research, 2023,6,199-231, DOI: 10.1007/s41979-023-00087-9, This article provides a network analysis of bibliometric information and research synthesis of empirical studies on systems thinking and complexity in STEM education, aiming to identify trends and patterns within the field. The results provide insight […]
Sophia Mambrey, Justin Timm, Jana Julia Landskron and Philipp Schiemann, Journal of Research in Science Teaching, 2020, 57(10),1632-1651, DOI: 10.1002/tea.21649, This article examines the impact of system-specific characteristics on the skills and levels of system thinking demonstrated by students within an ecological context. Using an Item Response Theory approach, the authors were able to identify and […]
Halil Tümay, J. Chem. Educ. 2023, 100, 10, 3925–3933, DOI: 10.1021/acs.jchemed.3c00474, This article examines the philosophy of chemistry, chemistry education literature and chemists’ reflections on chemical practice, to argue that systems thinking is a key aspect of the discipline, characterized by a cyclical process of (1) modelling systems, (2) prediction, (3) retrospection. Using these cycles […]
Sarah York and MaryKay Orgill, J. Chem. Educ. 2020, 97, 8, 2114–2129, DOI: 10.1021/acs.jchemed.0c00382, This article focusses on the construction of The Characteristics Essential for designing or Modifying Instruction for a Systems Thinking approach (chEMIST) framework, which identifies five key characteristics of systems thinking and their associated systems thinking skills. In addition to describing the […]
Guizella A. Rocabado and MaryKay Orgill, J. Chem. Educ. 2025, 102, 7, 2673–2684, DOI: 10.1021/acs.jchemed.5c00315, This article works to refine what systems thinking can and should be in chemistry education by evaluating and revising the characteristics of systems thinking as defined in the chEMIST table. Using thematic analysis, this article concludes that while most of […]
Vicente Talanquer, Chemistry Education Research and Practice, 2026, DOI: 10.1039/6RP00160B, This article explores the epistemic relationship between mechanistic reasoning and systems thinking, proposing that these frameworks can be integrated through an instructional model to facilitate effective learning in a complementary manner. The author argues that coordinating mechanistic reasoning with systems thinking can foster forms of […]
Guizella A. Rocabado and MaryKay Orgill, J. Chem. Educ. 2026, DOI: 10.1021/acs.jchemed.5c01779, This article explores authentic systems thinking from the perspective of systems chemists and compares these views with existing definitions in educational literature. The findings identify complexity as the central characteristic of authentic systems thinking, suggesting that the integration of systems thinking into the […]
Robert MacDonald, Ashley Elgersma, Thomas Holme, Jeff Snyder, Micke Reynders and Peter Mahaffy, J. Chem. Educ. 2025, 102, 7, 2990–2996, DOI: 10.1021/acs.jchemed.5c00310, This article describes how to use SOCKit, an open-access online learning tool that encourages systems thinking through the creation of system maps. This article also presents the relevance of Systems-Oriented Concept Map Extensions […]
Project No.: 2025-004-2-041 Start Date: 16 Jun 2025 Division: Interdivisional Committee on Green Chemistry for Sustainable Development (ICGCSD) https://iupac.org/project/2025-004-2-041 Objective In partnership with International Organisation of Chemical Sciences for Development (IOCD) The project builds on engagement with chemical industry established during IUPAC project 2020-014-3-050, Systems Thinking in Chemistry for Sustainability: Toward 2030 and Beyond (STCS 2030+), providing a channel […]
The King’s Centre for Visualization in Science (KCVS)1 generates electronic interactive visualizations to help students and the public see and understand science. Around 500,000 unique visitors from 110 different countries use KCVS resources each year. A strong focus for KCVS is to collaborate with local, national and global partners to provide tools and resources for […]
The International Organization for Chemical Sciences in Development (IOCD)1 is a not-for-profit, non-governmental organization launched in 1981. IOCD’s mission is to promote the pursuit and application of the chemical sciences for sustainable, equitable human development and economic growth. It does this through the operation of Action Groups, Projects and Working Groups: current activities include Materials […]
Formed as an independent not-for-profit organization in 1997, the Green Chemistry Institute (GCI) joined the American Chemical Society in 2001. The GCI mission is to catalyze the implementation of innovative approaches to chemistry and engineering that enable sustainable development across the globe. With seven full-time staff members as of 2024, the GCI has four strategic […]
The Green Chemistry Teaching and Learning Community (GCTLC) was borne out of a need for an online space for members of the green chemistry education community to network, collaborate, share resources, receive mentorship, learn from one another, and support each other in the ongoing transformation of the education system. A collaborative effort between Beyond Benign […]
The glossary of Systems Thinking terms and concepts shown on this page is based on a document originally developed in 2016 by Gilbert, Gross, and Kreutz for the InTeGrate platform. Lisa Gilbert created a modified newer version in conjunction with David Laviska and the American Chemical Society Green Chemistry Institute in 2024. The document provided […]
If you are an educator looking for resources to support current or future inclusion of systems thinking in your teaching, then you probably already have some unique, individual views concerning the potential challenges and rewards inherent in the development/implementation of curricular changes. We are here to help! As a community of educators who understand the […]
Beyond Benign develops and disseminates green chemistry and sustainable science educational resources that empower educators, students, and the community at large to practice sustainability through chemistry. They work directly with educators and a network of strategic partners focused on science education, sustainability, innovation and initiatives supporting human and environmental health to provide an educational continuum […]
The University of Bath Institute of Sustainability and Climate Change (ISCC) is a leading research community dedicated to addressing critical sustainability issues through multidisciplinary approaches. By integrating physical, social, and systems sciences, the ISCC focuses on three core themes: Sustainable Chemical Technologies, Sustainable Systems, and Social Transformations. This holistic approach enables the Institute to push the boundaries […]
Vicente Talanquer and Alisha R. Szozda, J. Chem. Educ. 2024, 101, 5, 1785–1792, DOI: 10.1021/acs.jchemed.4c00216, Using the IUPAC Systems Thinking in Chemistry for Sustainability: 2030 and Beyond (STCS 2030+) project, this article provides an educational framework for chemistry instructors to integrate systems thinking into their classrooms. A systems thinking approach enhances student understanding and ability […]
Sarah York and MaryKay Orgill, Journal of Chemical Education 2024,101 (1), 10-23, DOI: 10.1021/acs.jchemed.3c01000, The Interconnected Model of Teacher Professional Growth suggests that an instructor who has applied a systems thinking approach can provide a distinct perspective on the advantages and disadvantages of this technique. Potential implementors are further encouraged to incorporate a systems thinking approach into […]
Micke Reynders, Lynne A Pilcher, and Marietjie Potgieter, Journal of Chemical Education 2023 100 (3), 1357-1365, DOI: 10.1021/acs.jchemed.2c00891, This article reports on the findings of a study to implement systems thinking into a first-year organic chemistry class which was designed specifically to foster the development of systems thinking skills. In this course, the students use systems-oriented concept mapping […]
Click the Read More button to learn how to plan, implement and assess systems thinking, with examples.
Alice Jackson and Glenn A. Hurst, Chemistry Education Research and Practice 2021, 22(4), 855–865, DOI: 10.1039/D1RP00078K, This article investigates the perspectives of 14 instructors from the Department of Chemistry at the University of York surrounding systems thinking. Participation and support from instructors is required in order to beneficially incorporate systems thinking into chemistry education. Implementation […]
SOCKit, the SOCME Online Construction Kit, is an interactive, dynamic, web-based tool for creating and exploring SOCMEs (System-Oriented Concept Map Extension), created by the King’s Centre for Visualization in Science. Concepts can be connected by labeled, directional links. Related concepts can be grouped into subsystems, which helps users divide complex systems into more manageable chunks; […]
The Planetary Boundaries framework, first published by the Stockholm Resilience Centre in 2009, is a great example of using systems thinking to understand sustainability issues. The framework describes nine Earth system processes─biosphere integrity, climate change, novel entities, aerosols, stratospheric ozone, ocean acidification, fresh water, land use, and biogeochemical flows ─that collectively quantitatively assess the state […]
Follow the link below for some general suggestions to think about when creating SOCMEs. Taken from the help pages at SOCKit (the SOCME Online Construction Kit), by the King’s Centre for Visualization in Science. On the SOCKit tips page you will find information on where to start when making a SOCME, how to add concepts […]
SageModeler is a free online simulation tool designed for diagramming and modeling dynamic interactions among components of a system. Users lay out the components of a system, set their initial conditions, and define their interactions. Strength of interactions can be controlled with “valves”. Connections are unlabelled. The simulation can then model how changing levels of one component […]
Loopy is a free online simulation tool designed for modeling systems using causal loop diagrams. Users lay out the components of the system and link them with positive or negative connections. (In a positive connection, an increase in the first component leads to an increase in the second. In a negative connection, an increase in […]
A SOCME, or System-Oriented Concept Map Extension, is a way to visualize the components and interactions of a system using a concept map. A “system” can be thought of as any collection of components that interact with each other. These could be anything from atoms to oceans to food security. (In fact, it can be […]
Peter G. Mahaffy, Edward J. Brush, Julie A. Haack and Felix M. Ho, J. Chem. Educ. 2018, 95, 10, 1689–1691, DOI: 10.1021/acs/jchemed.8b00764, This special issue topic was a group effort of the IUPAC Committee on Chemistry Education, the ACS Green Chemistry Institute, and the ACS Committee on Environmental Improvement. Papers in the issue are intended to be […]
Alisha R. Szozda, Peter G. Mahaffy, and Alison B. Flynn, Journal of Chemical Education 2023 100 (5), 1763-1776, DOI: 10.1021/acs.jchemed.2c00955, In this article, an investigation is described in which undergraduate chemistry students engaged with system thinking tasks both individually and collaboratively and the participants’ system maps were analyzed to identify aspects of systems thinking where chemistry educators need […]
Alisha R. Szozda, Kathryn Bruyere, Hayley Lee, Peter G. Mahaffy, and Alison B. Flynn, Journal of Chemical Education, 2022 99 (7), 2474-2483, DOI: 10.1021/acs.jchemed.2c00138 This article used an adapted version of the Teacher-Centered Systemic Reform (TCSR) model to investigate educators’ willingness and ability to implement a STICE approach in their courses and the factors that affect it. This […]
Robert P. MacDonald, Anna N. Pattison, Sarah E. Cornell, Ashley K. Elgersma, Sarah N. Greidanus, Sydney N. Visser, Melanie Hoffman, and Peter G. Mahaffy, Journal of Chemical Education, 2022 99 (10), 3530-3539, DOI: 10.1021/acs.jchemed.2c0065, This article presents an interactive digital learning tool based on the Planetary Boundaries framework to connect sustainability teaching and learning with chemistry and education. […]
Pier Luigi Gentili, Journal of Chemical Education, 2019 96 (12), 2704-2709, DOI: 10.1021/acs.jchemed.9b00027, This article presents an interdisciplinary course targeting undergraduate, graduate, or Ph.D students to develop systems thinking skills. The need for this course arises from the fragile stability of the climate, ecosystems, and societies, and the need for chemists and scientists of other disciplines to work […]
MaryKay Orgill, Sarah York, and Jennifer MacKellar, Journal of Chemical Education, 2019, 96 (12), 2720-2729, DOI: 10.1021/acs.jchemed.9b00169, A reductionist approach in science education and research is not sufficient to address global challenges such as sustainability, pollution, climate change, and poverty. This article, in conjunction with the Systems Thinking in Chemistry Education (STICE) project, argues for the need […]
David J. C. Constable, Concepción Jiménez-González, and Stephen A. Matlin, Journal of Chemical Education,2019, 96 (12), 2689-2699, DOI: 10.1021/acs.jchemed.9b00368, This article considers characteristics of systems that are essential to systems thinking in chemistry as well as the introduction of systems thinking in education and its benefits. This article argues that although systems thinking itself adds complexity to […]
Jeannie Kornfeld and Scott Stokoe, Journal of Chemical Education, 2019, 96 (12), 2910-2917, DOI: 10.1021/acs.jchemed.9b00263, Incorporating systems thinking in high school chemistry will equip future scientists and citizens with the skills to address complex global challenges. This article explains systems thinking and its role in chemistry education and then provides a five-day unit which can serve as the […]
Samuel Pazicni and Alison B. Flynn, Journal of Chemical Education, 2019,96 (12), 2752-2763, DOI: 10.1021/acs.jchemed.9b00416, To best incorporate systems thinking in chemistry education, considerations of the learner must take precedence. However, relatively little is known about the interactions between the chemistry learner and systems thinking and the skills necessary for learners to engage meaningfully. This article highlights […]
Vicente Talanquer, Journal of Chemical Education, 2019, 96 (12), 2918-2925, DOI: 10.1021/acs.jchemed.9b00218, This article walks through the concept of systems thinking and the assessment of students’ understanding in a systems thinking-oriented educational environment. As an example, lead in drinking water is used as an example of how systems thinking can be introduced and assessed in general chemistry. Lastly, […]
Sarah York, Rea Lavi, Yehudit Judy Dori, and MaryKay Orgill, Journal of Chemical Education, 2019, 96 (12), 2742-2751, DOI: 10.1021/acs.jchemed.9b00261, This article, in conjunction with the IUPAC STICE project, recognizes the importance of systems thinking in chemistry education. The benefits of systems thinking approaches as well as the major findings about the applications of systems thinking are described […]
Katherine B. Aubrecht, Yehudit Judy Dori, Thomas A. Holme, Rea Lavi, Stephen A. Matlin, MaryKay Orgill, and Heather Skaza-Acosta, Journal of Chemical Education, 2019, 96 (12), 2888-2900, DOI: 10.1021/acs.jchemed.9b00314, This article aims to address the increase in complexity that students face with the introduction of systems thinking in education by discussing visual and graphical tools that help conceptualize […]
Jillian L. Blatti, John Garcia, Danyal Cave, Felix Monge, Anthony Cuccinello, Jennifer Portillo, Betsy Juarez, Ellen Chan, and Frieda Schwebel, Journal of Chemical Education,2019, 96 (12), 2852-2862, DOI: 10.1021/acs.jchemed.9b00318, This article emphasizes the need for integrating the Planetary Boundaries framework, Green Chemistry, and the UN sustainable development goals in a systems thinking approach in undergraduate education and […]
Peter G. Mahaffy, Stephen A. Matlin, J. Marc Whalen, and Thomas A. Holme, Journal of Chemical Education,2019, 96 (12), 2730-2741, DOI: 10.1021/acs.jchemed.9b00390, This article highlights the important role that chemistry has in sustainability science given the primary activities of chemistry are to analyze, synthesize, and transform matter. Using the example of the Haber-Bosch process for the synthesis […]
Sungki Kim, Hee Choi, and Seoung-Hey Paik, Journal of Chemical Education, 2019, 96 (12), 2926-2936, DOI: 10.1021/acs.jchemed.9b00210, There are difficulties in studying the Brønsted -Lowry acid-base model due to the complex system of random interaction in both forward and reverse reactions explained in this model. This article proposes a Scratch computer program that uses systems thinking to help […]
Andrew C. Eaton, Seamus Delaney, and Madeleine Schultz, Journal of Chemical Education,2019,96 (12), 2968-2974, DOI: 10.1021/acs.jchemed.9b00266, A teacher action research project is presented where a systems thinking approach was implemented into a Depth Study for students in secondary chemistry. After learning about the concept of systems thinking, system maps, and the United Nations Sustainable Development Goals, […]
Jonathan L. Miller, Michael T. Wentzel, James H. Clark, and Glenn A. Hurst, Journal of Chemical Education, 2019, 96 (12), 3006-3013, DOI: 10.1021/acs.jchemed.9b00278, This paper presents a competitive strategy card game where players must use interpersonal skills and systems thinking to collect cards and build a recycling plant. The game is intended to help a student understand the […]
Whitney C. Fowler, Jeffrey M. Ting, Siqi Meng, Lu Li, and Matthew V. Tirrell, Journal of Chemical Education,2019, 96 (12), 2805-2813, DOI: 10.1021/acs.jchemed.9b00280, This paper presents a molecular engineering course introduced at the University of Chicago that uses systems thinking to connect seemingly unrelated technologies. Topics, including artificial meat, nanomedicine, and batteries, are directly connected to the […]
Felix M. Ho, Journal of Chemical Education, 2019, 96 (12), 2764-2776, DOI: 10.1021/acs.jchemed.9b00309, This paper presents systems thinking as a transferable skill analogous to systems thinking. It aims to identify the challenges that chemistry education faces in relation to systems thinking and turn them into opportunities for introducing it. In this way, educators do not need to introduce […]
James E. Hutchison, Journal of Chemical Education,2019,96 (12), 2777-2783, DOI: 10.1021/acs.jchemed.9b00334, This paper presents ways of designing the organic chemistry curriculum to include green chemistry and then implementing the new curriculum in academic institutions taking into account common barriers to adopting new curricula which include lack of resources and lack of instructor engagement. The author describes […]
Subhalakshmi Nagarajan and Tina Overton, Journal of Chemical Education,2019, 96 (12), 2901-2909, DOI: 10.1021/acs.jchemed.9b00358, This paper promotes project- and problem-based learning to facilitate complex real-world problem solving. To do this, a global problem/project is selected that requires students to use the scientific method and systems thinking to solve a problem.
STCS 2030+ is a project to extend systems thinking into three main strands: sustainability, formal chemistry education, and chemical industry.
This project brings together a distinguished task force of global chemistry and chemistry education leaders to articulate learning objectives for infusing systems thinking and sustainability considerations into the formal teaching of chemistry. The project group will also suggest strategies to guide the use of these learning objectives in the design of curriculum and selection of engaging pedagogies.
Kathleen C. Murphy, Meghna Dilip, Joseph G. Quattrucci, Susan M. Mitroka, and Jeremy R. Andreatta, Journal of Chemical Education,2019, 96 (12), 2993-2999, DOI: 10.1021/acs.jchemed.9b00400, This paper describes a workshop offered at an inner city high school that looked at the sustainability of the student’s consumer choices using a systems thinking approach. Students also participated in laboratory experiments […]
Katherine B. Aubrecht, Marie Bourgeois, Edward J. Brush, Jennifer MacKellar, and Jane E. Wissinger, Journal of Chemical Education,2019, 96 (12), 2872-2880, DOI: 10.1021/acs.jchemed.9b00354, In this article the authors illustrate how the inclusion of green chemistry in general and organic chemistry courses connects structure and reactivity to a chemical’s impact on the environment and human health. Though green […]
Mahaffy, P. G.; Matlin, S. A.; Holme, T. A.; MacKellar. J. Nature Sustainability, 2019, 2, 362–370. DOI: 10.1038/s41893-019-0285-3, Since a core element of addressing sustainability challenges requires attention to the material basis of society, a new paradigm for the practice of chemistry is needed. Chemistry education, especially gateway post-secondary general chemistry courses, should be guided […]
Peter Mahaffy, Alain Krief, Henning Hopf, Goverdhan Mehta and Stephen A. Matlin, Nature Reviews Chemistry, 2018, 2, 1-3, DOI: 10.1038/s41570-018-0126, Systems thinking is taught in many scientific disciplines but it is strangely absent from chemistry. This paper addresses the challenges faced when trying to integrate systems thinking into chemistry by looking at lessons learned in […]
Stephen A. Matlin, Goverdhan Mehta, Henning Hopf and Alain Krief Nat. Chem. 2016, 8 (5), 393–398, DOI: 10.1038/nchem.2498, The practice and overarching mission of chemistry need a major overhaul in order to be fit for purpose in the twenty-first century and beyond. The concept of ‘one-world’ chemistry takes a systems approach that brings together many factors, including […]
This project's main target is to allow students to learn about e-waste from a chemical perspective and inspire educators to develop their ideas on this important topic related to sustainable chemistry.
This new project aims at interlinking basic sciences-relevant activities of IUPAC on Green Chemistry with sustainable development goals to demonstrate the excellence and contributions of IUPAC. This project particularly focuses on accomplishing the systematic analysis of chemical sciences-relevant activities of various Divisions and Committees of IUPAC according to the Sustainable Development Goals.
This project wants to address the green chemistry impact toward the upcoming 2050 Green Deal including promoting “climate-neutral bloc” and sustainable development in chemistry and also in the industry.
The objective of this project is to improve understanding of the use of practical work in high school chemistry classes, in particular in relation to the integration of concepts of sustainability.
The project aims to facilitate a profitable and continuous exchange of ideas and information among the students, the instructors and the different stakeholders for the establishment of long-lasting scientific relationships. All these students will be ambassadors of Green Chemistry in their institutions, in their Countries, and to their peers, and so invited to form international networks of scientists.
This project aims to assess the contribution of IUPAC projects to the achievement of the 17 Sustainable Development Goals (SDGs) that are integrated and balance the three dimensions of sustainable development: economy, society, and environment.
The 5th African Conference on Research in Chemistry Education (ACRICE) will be held in Cairo, Egypt and The Committee on Chemistry Education (CCE) has been invited to collaborate with the conference organisers to present a one-day workshop on systems thinking in chemistry education on the second day of the conference.
This project aims to connect and engage chemists and related professionals from the chemistry enterprise in taking effective actions towards sustainability targeting the UN SDGs and keeping track of their progress.
These workshops aim to introduce systems thinking to secondary school teachers and then consider its usefulness in teaching science and chemistry, especially to help students connect chemistry to global sustainability challenges.