Systems Literacy as a Key Concept for Quality Education and Agenda 2030

• In Event: Sheraton Roundtable Session Fourteen
  In Roundtable Session: Shifting Global Perspectives on Environmental and Sustainability Education (Table 12)

Abstract

Since 2016, the UN’s 2030 Agenda for Sustainable Development has sought to embed the principles of Education for Sustainable Development into all levels of education. However, conceptual analysis suggests an ongoing blindspot related to the role that systems literacy needs to play in achieving intended learning outcomes. These include support for key cross-cutting sustainability competencies that integrate cognitive, socio-emotional and behavioural domains, and moving beyond basic familiarity with elements of systems thinking. In brief, while SDG4.7 invites action-oriented, problem-focused and transformative pedagogies, it does not impel an associated sustainability literacy that explicitly links to complex adaptive systems nor systems literacy. This paper addresses this gap by exploring key arguments for systems literacy, distinguishing between functional, cultural and critical aspects.

Authors

• Sinem Demirci, Middle East Technical University
  Presenting Author

• Alan D. Reid, Monash University
  Presenting Author

• Gaye Teksöz, Middle East Technical University
  Non-Presenting Author

• Elvan Sahin, Middle East Technical University
  Non-Presenting Author