Exploring the possibility of embedded sustainability and humanitarian principles into chemical studies from a systems thinking approach

The laudable intent of science and industrialization for the ease, long life and comfort of humans has resulted in degradation of the ecosystem as pollutants from chemical production and their use end up in the ecosystem and exert detrimental effects on systems. This damaging effect has translated into climate change, food crisis, financial crisis, poverty, water scarcity, poor health, war, injustice, migration and urbanization, and other humanitarian challenges. A sustainable and humanitarian solution must be found to mitigate the existing and subsequent challenges. A possible solution could be through the development of sustainability- and humanitarian-literate citizens through chemical education. To explore this possibility, 31 preservice graduate teachers were engaged in a case study where they developed solutions to real life environmental challenges in a safe, fun-filled environment, with simple, cost-effective equipment from a system thinking stance. Data was gathered through questionnaire, inter-rated observation schedule, semi-structured interviews and lab reports. Findings indicated that it was feasible to embed sustainability and humanitarian principles through a system thinking approach to inculcate into preservice teachers the need to protect our ecosystem for posterity through chemical studies.