DOI
https://doi.org/10.1038/s41893-019-0285-3

Summary
In this paper a Systems Thinking in Chemistry Education framework is described in order to integrate knowledge about the molecular world with the sustainability of Earth and societal systems.
The term ‘the molecular basis of sustainability’, which is widely used in this paper, refers to the ways in which the material basis of our society and economy underlie considerations of how present and future generations can live within the limits of the natural world.
The article begins by considering examples of how deeply the molecular basis of sustainability is embedded in two sustainability initiatives: the United Nations Sustainable Development Goals (SDGs) and the Planetary Boundaries framework.
The relationship between the global flow of chemical species containing reactive nitrogen and key UN SDGs is examined first. Next, the authors examine the relationships between the planetary carbon cycle and Earth system components in the Planetary Boundaries framework.
Through these examples it is clear that innovations based on chemistry and chemical engineering, working in concert with other disciplines, are required to better understand and find solutions to meeting SDGs so that human societies and economies can thrive while living within the biophysical boundaries of our planet.
Reorienting chemistry education to ground it in the molecular basis of sustainability is resonant with calls for ‘eco-reflexive’ approaches to the thinking, learning, knowing and practice of chemistry that embed consideration of the benefits, costs and risks of carrying out chemistry. The authors use the Haber-Bosch synthesis of ammonia and compare the current practice that is usually used in general chemistry courses, paired with suggestions for ways to reorient coverage toward the molecular basis of sustainability. Also, they introduce a visualization tool, called a system oriented concept map extension (SOCME), to illustrate how educators might help students to move beyond reductionist thinking to see the system of interrelated concepts and topics involving CO2 gas as it relates to the global carbon cycle.

Relevance for Complex Systems Knowledge
This paper proposes approaches to reimagine higher education and it deals with “interdisciplinarity”, “systems thinking” and “sustainable development”.
The authors point out that reorienting chemistry education toward systems thinking, educators and curriculum developers must take care in introducing large and complex contexts to students, as strategies are needed to deal with complexity itself, and learning of interdependent concepts requires careful scaffolding. Since there is an existing consideration of the learner of chemistry as the centre of a system of learning in the “System Thinking in Chemistry Education” framework, understanding how learning theories and social contexts apply to chemistry teaching and learning will be necessary in reorienting chemistry education to better address the molecular basis of sustainability.

Point of Strength
The point of strength of this article is the critical discussion of traditional education approaches in general chemistry courses and the performance expectations for a systems-thinking approach emphasizing the molecular basis of sustainability.