Developing systems thinking to address climate change

Purpose The purpose of this paper is to evaluate the presence of systems thinking after an educational proposal on climate sustainability based on reflection and video creation. To evaluate this competency, an evaluation rubric was constructed. Design/methodology/approach This research is a case study with a mixed approach. It was carried out with 82 future teachers of Primary Education, making content analysis of the videos made. For the design of the rubric, a specific review of the literature was conducted. Findings The results showed that trainee teachers can identify, relate and understand interconnected processes, but have difficulties in thinking temporally or in understanding the hidden dimensions of the system. The results reveal how the development of systems thinking in the Climate Change framework is a complex learning process. The rubric created allowed us to systematize the evaluation by making it possible to assess the subskills involved. Originality/value To improve the development of systemic thinking, using real data linked to the consequences of this problem and ICT applications that foster an approximation to future realities is suggested. In addition, conscious and fair decision-making should be promoted on the basis of a transformative education that favors this thinking in interaction with other key competences in sustainability. The innovative rubric allows the evaluation of systemic thinking skills for the study of climate change, conceptualized from the interrelationships of the natural, social and economic dimensions and from its implications for life, on different geographical and temporal levels.

• Publication year

  2024

• Venue

  International Journal of Sustainability in Higher Education

• Publication date

  2024-06-25

• Fields of study

  Not labeled

• Identifiers
  DOI 10.1108/ijshe-12-2022-0404
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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