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Chemical ways of knowing, thinking, and acting are critical for finding solutions to complex global challenges and achieving the United Nations' Sustainable Development Goals. Reorienting chemistry education using a systems thinking (ST) perspective can help us better equip students with the knowledge, skills, and dispositions that they need to contribute to these efforts. To support this needed educational reform, we describe in this article an educational framework that can guide and facilitate the work of chemistry educators when planning, implementing, and assessing chemistry units, modules, or lessons using an ST approach. This framework is an outcome of the IUPAC Systems Thinking in Chemistry for Sustainability: 2030 and Beyond (STCS 2030+) project, which seeks to provide resources and tools on ST and sustainability to the chemistry and chemistry education communities.
Talanquer et al. (Wed,) studied this question.