High-school students' demonstration of systems thinking in the context of sustainable food systems

Systems thinking abilities are needed to help solve complex food systems problems. However, high-school instruction does not typically support students in developing these abilities, and most students have limited knowledge and awareness of food and its significance. In this study, we used sustainable food systems as the context for the learning experience to offer complex and relatable content to students. We used a qualitative case study design to describe how students demonstrated systems thinking during the learning experience. Participants in this case study were six high-school students located in the suburban area of Indiana. They participated in the learning experience using self-directed lessons, worksheets, reflections, real-world examples, and hands-on activities. We collected data from pre- and posttest assignments and interviews and analyzed data using qualitative coding techniques. Findings suggested that systems thinking is a combination of abilities in three domains: describing a system, understanding a system, and viewing a system, rather than one domain or hierarchical. Students extensively explained about a food system's complexity, wholeness, changeability, cyclic nature, and feedback loops in temporal and spatial dimensions using multiple perspectives and making connections with other systems. We also shared the attributes of systems thinkers and the model for practical implications.