The End of Simple Problems: Repositioning Chemistry in Higher Education and Society Using a Systems Thinking Approach and the United Nations’ Sustainable Development Goals as a Framework

Eleni Michalopoulou*, Dudley E Shallcross, Ed Atkins, Aisling Tierney, Nick C Norman, Chris Preist, Simon O'Doherty, Chris J Willmore

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)

Abstract

The purpose of this paper is to discuss ways that a chemistry course could reposition itself by adopting interdisciplinary approaches based on systems thinking and the Sustainable Development Goals (SDGs) as overarching frameworks, to give an overview of several challenges that chemistry in higher education is facing, and to discuss how those can be addressed as a result of this repositioning. We will be discussing the need for a new type of scientist, one who has a deep understanding of their own discipline but also an overview of the links with other disciplines and is equipped with skills that will help them contribute to the solutions of a very complex system: the human–environment interaction system. Chemists should be part of wh
Original languageEnglish
Pages (from-to)2825-2835
Number of pages11
JournalJournal of Chemical Education
Volume96
Issue number12
Early online date10 Sep 2019
DOIs
Publication statusPublished - 10 Dec 2019

Keywords

  • Collaborative/Cooperative Learning
  • Computer-Based Learning
  • Distance Learning/Self Instruction
  • First-Year Undergraduate/General
  • Interdisciplinary/Multidisciplinary
  • Internet/Web-Based Learning
  • Second-Year Undergraduate
  • Student-Centered Learning
  • Sustainability
  • Systems Thinking

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