Summary
In the present paper different approaches that incorporate systems thinking in Europe, Latin America, Africa, and Australia, are presented.
Higher education has previously been identified as an important tool for solving many systemic problems, and Agenda 21 recognizes that education is vital for achieving sustainable development. In view of a widespread de facto tendency away from sustainability, many universities have signed statements,
in which, they pledge to emphasize sustainable development in their training programs, which was partly encouraged by the United Nations Decade of Education for Sustainable Development (ESD, 2005−2014).
This paper refers to various international perspectives from selected regions, where substantial work is being done on green and sustainable chemistry education, emphasize a systems thinking framework. Common to most of the perspectives is the inclusion of more global paradigms involving economic, environmental, political, and social aspects as fundamental issues in the formerly merely technical and scientific discussions, as well as the development of laboratory experiences, training sessions, written materials, discussion meetings, and conferences.
First, the paper describes the efforts in Europe and specific in United Kingdom, the Netherlands, Spain, Poland and Germany.
Then, the Latin America (Lam) perspectives on Green and Sustainable chemistry education (GSC) via systems thinking are described. LAm chemistry organizations, funding agencies, and universities have been successful in emphasizing GSC at the local and international levels, including in research projects, the generation of graduate and undergraduate courses, book editions, journal articles, the organization of summer schools, workshops, contests, and outreach projects (including those for the general public as well as those for elementary, secondary, and high schools).
Two initiatives are exemplified for the African continent:
• The first Postgraduate Summer School on Green Chemistry in Africa, a IUPAC-endorsed initiative that took place in Dar es Salaam, Tanzania (2019).
• The book “Biomass Burning in SubSaharan Africa: Chemical Issues and Action Outreach” explores options aimed at promoting a shift from the traditional practice of burning huge amounts of plant materials in the open air to more sustainable practices.
Finally, in Australia, in order to give students a systemic GSC overview, a comprehensive sequence is introduced throughout the entire undergraduate curriculum at Monash University. A systems thinking approach is used here to explore the interdisciplinary connections with other fields of science, engineering, society, and politics. In addition, laboratory courses teach practical experimental skills in GSC to synthesize chemicals and materials.
