DOI
https://doi.org/10.1021/acs.jchemed.9b00270

Summary
In this paper, different ways via which a chemistry course could reposition itself by adopting interdisciplinary approaches based on systems thinking and the Sustainable Development Goals (SDGs) as overarching frameworks are discussed.
Using the definition of system thinking, the authors examine chemistry as part of a large system and its role in connection with high education, science and society. Chemists should be part of what is described by earth systems’ science as “the new social contract” between science and society.
Using the Sustainable Development Goals (SDGs), the authors present in a table those SDGs that have a direct link with chemistry and the chemical sciences and those SDGs that would be indirectly influenced by the advancement of the former. This classification is based on the United Nations targets and indicators related to each SDG.
Next, an educational initiative launched by the University of Bristol, known as “Bristol Futures”, which is a creative and integrated approach to curriculum development that aims to develop student skills and values in sustainable futures, global citizenship, and innovation and enterprise, is presented. Especially two parts of the Sustainable Futures pathway of this educational initiative are further discussed:
• The Sustainable Futures massive online open course (MOOC), that is a noncredit bearing course open to everyone; however, University of Bristol students are offered additional incentives in order to join and successfully complete it.
• The Sustainable Development Optional Unit (SDOU) that offers 20 credit point unit to students across the University of Bristol who have suitable optionality within their degree programs. SDOU was built using the same overarching themes: sustainable development, systems thinking, and interdisciplinarity. The unit is currently completing its first run (teaching block 2, 2019) and has been selected as an optional unit by more than 250 students across most faculties and disciplines of the University.
Throughout the content provided, students are encouraged to reflect upon their own contribution to the SDGs; the roles of their home-disciplines; and the importance of engagement with other disciplines, communities, and organizations in addressing global challenges.

Relevance for Complex Systems Knowledge
This paper deals with sustainable development, systems thinking, and interdisciplinarity and is relevant with methodologies to reimagine higher education, since it presents an educational initiative of University of Bristol’s curricula. “Bristol Futures” attempts to address chemistry to remain socially relevant, that is, to be seen as part of the solution of modern global and local challenges. In order for chemistry and chemistry education to achieve this, it needs to not only incorporate these new pedagogies into the various curricula but also align itself with three main themes: systems thinking, sustainable development and the Sustainable Development Goals (SDGs), as well as interdisciplinary work.

Point of Strength
The point of strength of this paper is the description of a strategic project of the University of Bristol that seeks to equip all students with the skills needed to be informed, engaged citizens and scientists in a changing world.