Teaching Systems-Thinking Concepts with Hypothetical Case Scenarios: An Exploration in Food-Systems Science Education

Background: The ability to solve complex challenges facing the food system is an increasingly important skill for undergraduate students entering into the global workforce. However, the curriculum tools to enhance systems thinking in the undergraduate agricultural and natural resource classroom are limited, specifically related to food systems education. Methods: The current study explored the use of hypothetical case scenarios in a teaching curriculum related to the seafood industry, in order to determine the use of these tools as a mechanism for increasing undergraduate students’ systems-thinking capacity. The mixed-method study used a survey and focus groups. Results indicated that participants’ understanding of, and capacity for, using systems thinking to reason through complex scenarios increased during the mixed-method educational intervention. Participants stated the experience helped them learn more about their own patterns of thinking, created transformational learning moments through dissonance, helped them learn about the unintended consequences of decision-making, and increased their understanding of system complexity. Conclusions: The implications of using hypothetical case scenarios in the food system education classroom are explored.