Work

Exploring Systems Thinking among Science, Technology, Engineering, and Mathematics Educators to Advance Education for Sustainability

Year: 2026

Type: article

Abstract: While systems thinking is recognized as a main competency of science, technology, engineering, and mathematics (STEM) education and education for sustainability (EfS), the ways educators apply these skills in the classroom and how they shape instruction remains unclear. This study investigates systems thinking competence among STEM educators and its impact on the integration of sustainability topics and content into the curriculum. Using a mixed methods approach, data were collected from STEM educators across the U.S. state of Pennsylvania. The results indicate that high school educators tend to have higher systems thinking competence, place greater importance on EfS, and more frequently incorporate sustainability topics into their lessons compared to elementary educators. In addition, a positive correlation was found between an educator’s systems thinking competence and their perceived importance of EfS. These findings suggest the potential value of supporting the development of systems thinking skills among K-12 educators, particularly those teaching lower grades, which may help strengthen their perceptions of the importance of EfS and support related educational outcomes.

Source: Science education international

DOI: 10.33828/sei.v37.i4.8

Authors: Jessica A. Cordaro, Cliona Murphy, Jeremy Solin

Institutions: Wilkes University, Dublin City University, University of Wisconsin–Madison

Language: English

Topic: Environmental and sustainability education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W7214908154

FWCI:

Cites:

Cited by:

Related to: 10