The use of system dynamics for energy and environmental education

Abstract

The use of system dynamics as a learning tool for developing sustainable energy strategies and environmental education has advanced in recent years with the availability of new modelling software and webtools. Among the existing models, we highlight the online 2050 Calculators, which aim at simulating scenarios for greenhouse gas emissions, energy planning, sustainable land use, and food consumption. The objective of this study is to assess the available calculators and their contribution to an interdisciplinary education via systems thinking. We carried out a review of the existing models worldwide and ran some of the tools with students from three different postgraduate programmes at master’s level at Imperial College London (United Kingdom) and IFP School (France), whilst also assessing their individual views afterwards. The assessments were conducted once a year during three subsequent years: 2019, 2020, and 2021. The results are discussed under the epistemology of critical pedagogy, showing that the use of webtools, such as the 2050 Calculators, can significantly contribute to the students’ environmental awareness and political engagement, providing important lessons about the use of system dynamics for policy and science education.

The quest to cultivate an ecocritical awareness in educational technology scholarship: A question of disciplinary focus in the age of environmental crisis

“…This dematerialization ranges from reducing paper use to reducing the need to maintain large office spaces within educational facilities (against this argument, see Fuchs, 2008; Rieger, 2021). Beyond these proposed environmental benefits, scholars argue that this technology augments environmental science education and helps students develop environmental awareness, thereby preparing ecologically conscious citizens to meet the future challenges of climate change (Cheng et al, 2019; Eishof, 2003; Office of Educational Technology, 2010; Strapasson et al, 2022).…”

Moving beyond content knowledge: Examining the impacts of a culturally responsive microbiology curriculum

“…In light of this, Critical Pedagogy has been applied in a variety of STEM education contexts. Strapasson et al (2022) highlighted the use of certain technologies in the classroom to promote environmental awareness and political engagement regarding system dynamics and policy. Lynch and Ovens (2021) examined the application of critical pedagogy in physical education, citing the importance of creating spaces where student voice is valued, deconstruction of power structures related to how the body is perceived in society, and encouraging collaboration and community building.…”

Evaluación del uso de simuladores virtuales aplicados a la electricidad en el sistema de Educación Superior como herramienta de enseñanza – aprendizaje

“…Además, las simulaciones por computadora pueden ser efectivas para desarrollar el conocimiento del contenido y habilidades de proceso. La simulación proporciona mayor flexibilidad que los experimentos físicos, es un proceso de experimentación accesible y eficiente (Strapasson et al, 2022).…”

“…Además, existen nuevos desafíos para la educación superior, donde varias IES en todo el mundo tienen la intención de mantener o expandir el uso de entornos digitales, mientras que otras pueden cambiar al aprendizaje híbrido (combinar actividades físicas con virtuales) (Strapasson et al, 2022). Por esta razón, cada vez más IES han comenzado a introducir diversas herramientas que permiten desarrollar simulaciones que les ayudan a satisfacer las diversas necesidades de los estudiantes, para complementar su aprendizaje.…”