Systems thinking and system dynamics simulation for sustainability education

Education for Sustainable Development (ESD) is considered vital to the success of the United Nation’s Sustainable Development Goals. Similarly, a good level of Ocean Literacy in the population and in governance is seen as essential to achieve healthy oceans on which human life depends. ESD and Ocean Literacy are in the early stages of definition and implementation. Authorities in both fields contend that Systems Thinking is a necessary competency. However, it is challenging to teach and learn. There is a wealth of experience in the System Dynamics field regarding the application of Systems Thinking and simulation to environmental problems, sustainability and systems education, which can inform ESD and Ocean Literacy initiatives. Similarly, there is a substantial body of research into the design of effective simulation-based learning environments (SBLEs). In both ESD and Ocean Literacy there is a lack of available Systems Thinking orientated learning tools, established methods of assessment and evaluation, and a lack of studies to demonstrate effectiveness. This research describes two experimental studies conducted to investigate whether Ocean Literacy and ESD can benefit from Systems Thinking and System Dynamics simulation based learning tools, both in increasing understanding of a specific problem, and in transferring knowledge to a second problem with a similar systemic structure. The learning tools were each designed for a single online learning session. The small-scale pilot study (n=15) found increases in Ocean Literacy levels and all participants found simulations useful. The randomised controlled trial in ESD (n=106) tested the effect of Systems Thinking and simulation separately and in combination. Systems Thinking had some effect but not a statistically significant one, and the combination of Systems Thinking and simulation had little effect. Simulation, however, was found to increase ESD learning outcomes significantly. Simulation also supported transfer of skills significantly, although at a lower level of confidence