Educating for Complexity: A Bibliometric Analysis of Systems Thinking in 21st-Century Science Education

Definition and importance of systems thinking

Through systems thinking, people can analyze and understand the ways in which various parts of a system are linked. The ability to make sense of and assess the linkages between different parts of a system is what systems thinking provides. Handling the many challenges in dynamic systems seen in engineering, medicine, the environment, politics, economics, and education requires an inclusive way of thinking (Engel, 2024; Frank et al., 2016; Kordova et al., 2018).

With this method, scientists consider how different factors are linked and interact, which helps them see phenomena more from the whole system than separately and step by step. In science education, systems thinking is a strong structure that helps students learn how to face and solve real challenges. The principle of systems thinking promotes crucial skills such as problem solving, teamwork, and communication, which are necessary skills for students to start their future careers (York et al., 2020). If students learn about the way systems depend on each other, they can examine complex systems, such as ecosystems, economic systems, and the relationships between humans and the environment. Being able to diagnose challenges is crucial for developing a fuller appreciation of challenges, such as climate change, loss of nature, and lack of resources.

All over the world, systems thinking is seen as an important part of science literacy and is especially important for achieving the Sustainable Development Goals (SDGs). UNESCO’s 2030 Framework for Action explains how systems thinking helps support the goals of SDG 4 (Quality Education), SDG 13 (Climate Action), and commons sustainability. To grasp the tough interrelations in sustainability challenges, it is important to move away from traditional methods that misunderstand these challenges (Abdullah & Hussein, 2020; Voulvoulis et al., 2022).

Even with the well-known advantages, teaching systems thinking in science continues to be variable, and not many ways exist for measuring how it affects students’ thinking and problem-solving. With systems thinking added to the curriculum, science classes change from only teaching facts to encouraging students to link different ideas together, a key aspect of science literacy today. Thinking in terms of systems helps improve you critical thinking, problem-solving, and decision-making skills, which are all important for handling real-world situations (Zoller, 2011, 2012).

Because our world is increasingly complex and global, systems thinking becomes essential for schools to teach learners the things they need for sustainable progress and to handle crises. Despite growing research, using bibliometric analysis for a comprehensive review of science education is still rare.

Current trends

Although systems thinking is being studied more, research using bibliometrics in science education remains rare. A recent focus on systems thinking has made a significant difference, especially in the United States and Germany, for many middle and high school students (Karga & Ceyhan, 2024; Serepinah et al., 2024). Such nations have taken the lead in making assessment tools and bridging different subjects, stressing the need for systems thinking to solve worldwide problems in education. While there has been more research in wealthy areas, using systems thinking in underprivileged educational settings is still rare, which shows the need for more widespread studies.

Systems thinking has become valuable in areas other than the original sectors and is now used in many education systems. An increasing number of educational studies have addressed how coding can be combined with STEM education, focusing on the chance to combine different subjects and encourage teamwork. Research shows that adding systems thinking, to STEM instruction can lead to better results in critical thinking, creative thinking, and systems thinking for students (Fowler et al., 2019; Zhan et al., 2023).

For example, educators use systems thinking to describe the dynamic relationships between the elements of ecological systems. Systems thinking requires us to study ecological systems as complete systems rather than as single parts. It explains how various aspects of business affect and impact one another over the years (Everard, 2018). Because of this trend, we must help students see things from all sides so that they can better handle challenges such as sustainability.

More people are interested in systems thinking; however, there are still some differences in how it is taught in different educational systems. Research in this field is mostly carried out in developed countries, and few studies focus on trying it in different cultures and economies. Dealing with this problem calls for investigations that pay attention to the different ways systems thinking can be effectively applied in every educational environment.

Key concepts and characteristics

A number of core ideas support how the teaching and use of systems thinking in academic circles. One of its key points is that science is complex, which requires students to examine systems that are composed of many linked things. Following this path, learners can realize that various aspects of a system affect one another. The importance of relationships focuses on the ways in which parts interact inside a system. Being familiar with how things are connected allows students to look for similarities and find clear ways in which patterns reappear (Karga & Ceyhan, 2024; Oosthuizen & Grobbelaar, 2023; Seher Budak & Defne Ceyhan, 2024).

In addition, understanding these pieces and how they relate is a key part of systems thinking. The process consists of breaking down the systems into components and checking how they work as a group. This method of teaching also improves students’ knowledge of how systems react and change their experiences over time. In addition, dynamics is a key aspect of systems thinking, as it shows students how systems grow and evolve, and how an alteration of a part can spark many changes within the system. As a result of being connected, changes in one section may influence other sections and lead to a chain of consequences (Bigirimana, 2011; Engel, 2024).

With systems thinking, students can see how biodiversity, what humans do, and changes in the climate are closely connected. Socio environmental Synthesis provides knowledge from different areas to better understand and handle social and environmental challenges. This demonstrates that someone can apply information to real-life problems (Wei et al., 2020). Learning about these connections enables students to notice major environmental problems and understand how sustainability efforts must consider many aspects.

Because of these special features, systems thinking acts as a strong foundation for mixed and balanced learning activities. Helping students to use systems thinking sparks their interest in science by improving their problem-solving skills, collaborating with others across disciplines, and working on answers to pressing global issues.

Data collection

Scopus, a top quality research repository used worldwide, was the source of the data for this study. The reason for this selection is its wide coverage of interdisciplinary studies, which helps the database capture complete aspects of systems thinking research. Systems thinking as a topic was considered only if the selected research articles were peer-reviewed, in English, and from 2014 to 2025. Official study reports, conference papers, book chapters, and non-English publications were excluded. The goal of this study is to highlight the latest developments and ongoing changes in the connection between systems thinking and education, showing its increasing relevance in tackling world problems.

Two different search artifacts were constructed: “Systems Thinking” and “Science Education” and “Bibliometric Analysis” and “Systems Thinking.” Each question was prepared to examine the unique elements of the research topic. The main aim of the first search was to study the relationship between systems thinking and science education, underlining how it helps develop skills for understanding complicated situations. In the second inquiry, bibliometric methods were used to study systems thinking research, identifying important tendencies, important networks, and missing areas. Because of this approach, both the ideas and techniques behind systems thinking in science education have been studied thoroughly.

Bibliometric analysis tools

This research uses special software to examine the data, showing how collaborations, trends, and general ideas about systems thinking in education are connected. Thanks to Harzing’s Publish or Perish 8.17.4863.9118 and VOSviewer 1.6.20, a commonly used bibliometric tool, the collected literature was examined using network analysis and co-occurrence mapping to reveal their connections.

Network analysis was conducted to observe the ways in which authors, institutions, and countries were connected. It highlights some major researchers, significant organizations, and regions where most of the research work occurred. Creating visuals of the co-authorship network showed the strength and extent of teamwork, which offered an understanding of where research on systems thinking in education has occurred worldwide.

By conducting a citation analysis, researchers could track how early studies in the field shaped all others that followed. Citation Network Analysis reveals the main ideas in a discipline by studying researchers’ citation practices. It values influential academic pieces because they are often cited, which shows their importance in their field of study (McLaren & Bruner, 2022). They allowed me to see how key papers in systems thinking have changed the field of science education.

The co-occurrence of keywords was compared to highlight the major themes present in this research area. Groups of similar terms, like “systems thinking,” “science education,” and “bibliometric analysis,” point to the important ideas seen in the dataset. In addition, we analyzed keyword co-occurrence patterns to determine how the research emphasis shifted over time. At first, the main concern was to develop theories, but now there is a greater focus on putting ideas into practice, one example being the addition of systems thinking to climate education.

The results of these analyses were visualized using VOSviewer, which provides intuitive and accessible representations of collaborative patterns and thematic structures. These visualizations not only highlight key trends and knowledge hubs, but also identify research gaps, paving the way for future exploration. By integrating network analysis and co-occurrence mapping, this study delivers a robust bibliometric perspective that bridges qualitative and quantitative approaches (Wang et al., 2023). By combining various approaches, we learn more about how systems thinking is understood and used in schools, which adds useful information to the discussion in science education.

Collaboration patterns

Looking at how researchers team up in systems thinking research helps to reveal important aspects of academic networks worldwide. By studying Scopus and VOSviewer results, this study examines the network of authors, universities, and places where the studies take place (Chhtrapati et al., 2021). They show how knowledge is jointly created and distributed in systems thinking research, particularly in science education.

Co-authorship networks

The analysis of co-authorship shows who the most important researchers are in the collaboration networks (Chintalapudi & Prasad, 2016). They establish clusters and conduct research on topics such as systems thinking, science education, and interdisciplinary strategies. Looking at the network, it is clear which sections of the research community have strong relationships and which need to join forces more.

Institutional collaboration

At the institutional level, certain universities and research centers have emerged as leading contributors to systems thinking. Institutions in developed regions often demonstrate strong collaborative ties within and across regions, which reflect their dominance in the field. Meanwhile, emerging research hubs in developing regions are increasingly contributing to the global discourse, signaling a positive trend toward broader participation (Chen et al., 2024). Leading universities and research centers are important contributors to systems thinking. Many developed regions have strong relationships among their own institutions and across regions, which demonstrates their leadership in their field. Emerging research centers in developing regions are now participating in global discussions, which is a positive sign for more people to be involved.

Geographical distribution of research

The study shows that systems thinking research is conducted globally and explains that countries such as the United States, Germany, China, and the United Kingdom are the most involved in this research. It points out that increased international cooperation can help solve problems in access to and results of scientific investigations.

Implications for global research collaboration

This research shows how important it is for researchers around the world to collaborate for fair representation in systems thinking research. Partnering with different regions helps people exchange their expertise, develop cross-disciplinary solutions, and use systems thinking in many educational fields (Srivastava & Nambiar, 2022). Analyzing who is involved and what areas are lacking in collaboration networks clarifies what can be improved in international research on systems thinking. Such efforts support better discussions in education and help the field lead to positive changes in schools and society.

Publication trends

It is clear from the number of studies that systems thinking is important in science education and has increased over the 12 years from 2014 to 2025. More people worldwide are focused on systems thinking as a vital way to deal with today’s major educational and environmental issues. Starting in 2015, the trend increased even more strongly, which may reflect a reaction to increased global concerns, such as climate change, a loss in biodiversity, and the need for mixed disciplines in education. Education is viewed as crucial by the post-2015 agenda, which includes SDGs, for achieving sustainability and addressing climate problems (Rap & Bodas, 2024; Sayed & Ahmed, 2015).

It is clear from the number of studies that have systems thinking is important in science education and has increased over the 12 years from 2014 to 2025. More people worldwide are focused on systems thinking as a vital way to deal with today’s major educational and environmental issues. Starting in 2015, the trend increased even more strongly, which may reflect a reaction to increased global concerns, such as climate change, a loss in biodiversity, and the need for mixed disciplines in education. Education is viewed as crucial by the post-2015 agenda, which includes SDGs, for achieving sustainability and addressing climate problems.

Geographical distribution

Researchers mainly focus on certain geographical areas, and the United States and Germany stand out as important contributors. Some of these countries have shown great leadership in developing systems thinking research, often by connecting top academic institutions to work together. Despite being dominant, Southeast Asia is contributing more to research, which points to broader diversity in scientific areas globally.

According to the analysis, developing countries are now taking a larger part in scientific discussions and research. However, the data highlight that low-income countries are still underrepresented, which suggests that there should be more support and encouragement for research initiatives there. They depend on strengthening systems thinking in science teaching and increasing global cooperation in research. This shows that there are important possibilities to further develop research, pay attention to less explored locations, and increase the relevance and influence of systems thinking globally.

Research Themes and Topics

Through the utilization of the phrases “Systems Thinking” and “Science Education” as well as “Bibliometric Analysis” and “Systems Thinking,” this study highlights the primary topics that have a significant impact on research in this particular sector. As it encompasses a variety of domains, these themes highlight the fact that systems thinking may be utilized in the field of education.

Key research themes

Systems thinking in education

The network demonstrates that systems thinking is important in forming modern educational approaches. It is clear from the chart that education, science, and sustainability are associated with systems thinking. This connection indicates that through systems thinking, students recognize the links existing among various kinds of systems, which helps them manage real-world issues more successfully.

It also demonstrates that systems thinking encourages students to learn from multiple disciplines. The combination of several knowledge areas makes it possible for students to understudy changing relationships and address problems that impact the environment, such as climate change, biodiversity loss, and ways to achieve global sustainability.

Education and sustainability

The network demonstrates that systems thinking is important in forming modern educational approaches. It is clear from the chart that education, science, education and sustainability are associated with systems thinking. This connection indicates that through systems thinking, students recognize the links existing among various kinds of systems, which helps them manage real-world issues more successfully. It also demonstrates that systems thinking encourages students to learn from multiple disciplines. The combination of several knowledge areas makes it possible for students to understudy changing relationships and address problems that impact the environment, such as climate change, biodiversity loss, and ways to achieve global sustainability (Davila et al., 2021).

Systems dynamics and STEM education

The network demonstrates that systems thinking is important in forming modern educational approaches. It is clear from the chart that education, science, and sustainability are associated with systems thinking. This connection indicates that through systems thinking, students recognize the links existing among various kinds of systems, which helps them manage real-world issues more successfully.

It also demonstrates that systems thinking encourages students to learn from multiple disciplines. The combination of several knowledge areas makes it possible for students to understudy changing relationships and address problems that impact the environment, such as climate change, biodiversity loss, and ways to achieve global sustainability (Curwen et al., 2018; York et al., 2019).

Interdisciplinary collaboration and global citizenship

Further analysis of publications and citation data reveals the force of using systems thinking to encourage teamwork across fields and develop strong ties with global communities. When we use systems thinking, we can see at big picture that aids collaboration among experts from various fields. Using systems thinking helps teams work together, as it reveals the importance of each area and how they are all part of a larger whole (Fowler et al., 2019). Research demonstrates that systems thinking links fields such as education, engineering, and sociology, which aids students in learning critical thinking, cooperating, and practicing empathy. Owing to these abilities, they can take part in and encourage solutions for climate change, inequality, and damaged environments worldwide.

Therefore, systems thinking is important for preparing global students to help tackle big problems worldwide by working with others and combining different disciplines. Teaching systems thinking in schools can encourage students to care about sustainability. It is very important for students to gain experience by conducting fieldwork and teaming up with other subjects (Alford et al., 2024).

Concluding insights

According to the analysis, from theory to practice, systems thinking is present in the field of education. Using systems thinking, people work together, share different approaches, and think critically about finding solutions to difficult problems. Because it focuses on topics such as sustainability and SDGs, systems thinking plays a key role in forming future science education and learning plans (Green et al., 2022).

Technology, engineering, science, and mathematics lessons must include systems thinking to equip students to address and solve the connected challenges of today, helping them to serve the world’s most urgent purposes. STEM education improves with systems thinking, which encourages students to see the relationships between various concepts from various subject areas. For example, graduate students taking a course on food, energy, and water are taught to focus on the interactions between natural, environmental, and human-social systems (Shamir et al., 2023).

Collaboration and influential works

There are various collaborative patterns demonstrated by data analysis in the fields of systems thinking and science education. Networks based on joint publications provide an idea of the relationships among researchers from top universities (Peretz et al., 2023; Romero-Carazas et al., 2023). The importance of teams cooperating in education is evident through examples such as professional networking communities.

Bozkurt, Biedlik, and Bowers are stolen by attackers and placed at the center of their networks. You can find their names mentioned many times in linked clusters, suggesting at strong effect on the discussion of systems thinking in science classrooms. Because of this, several scientists from various fields have collaborated, making them leaders in pushing for systems thinking to be included in many areas of science.

Jean-Tapan Bozkurt and Denise Biedlik are very influential in the network for pushing systems thinking in the field of education. Working together, they leave a large mark in this field and add to the global pool of knowledge. Systems-oriented educational models have been greatly developed because of their research, which continues to influence later studies. It is clear from how they connect with each other that they act as important bridges across different fields, and encourage debate on using systems thinking to solve educational and sustainability issues.

The analysis also highlights the need for scientists from different countries and fields to keep working together closely. Strong research relationships allow educators from many countries to better apply systems thinking and to develop innovative answers to global issues.

Figure 3 shows that there is significant collaboration among researchers working at top institutions. Systems thinking is closely related to research in science education, STEM, and sustainability education. It is clear from these links that collaborative efforts play a significant role in exploring systems thinking in these different areas of academia.

Figure 1. Co-occurrence network illustrating the relationships between “Systems Thinking” and “Science Education” (processed with Publish or Perish data, 2025).

Figure 2. Bibliometric network analysis highlighting the relationship between “Bibliometric Analysis” and “Systems Thinking” (processed with Publish or Perish data, 2025).

Figure 3. Network analysis of research collaboration keywords between “Systems Thinking” and “Science Education” (processed with Publish or Perish data, 2025).

Figure 4. Network Analysis of Research Collaboration Keywords “Bibliometric Analysis” and “Systems Thinking” (processed with Publish or Perish data, 2025).

Influential works and authors

This study revealed many well-known papers and important authors who played a significant role in developing the field. Those dealing with systems thinking in STEM education, sustainability, and the learning framework of today’s world are frequently used in the literature. For example, Sharmas’s paper on the use of artificial intelligence in supply chain management has received high praise for being well-researched and still very relevant and includes 123 citations as of 2022. Pauna and Hossain have also carried out fundamental work on systems thinking in science education to promote work between different subject areas.

At present, M. Ranjbari’s research from 2023 is noted for its clear model of systems thinking, which is often considered a primary source. They will guide future research and stress the essential role of systems thinking in addressing international problems.

Implications for research and practice

The efforts of scientists working together and their main articles explain how much teamwork is involved in developing systems thinking in science education. It is clear from the links among systems thinking, education, and sustainability that there is a greater need to prepare students to deal with tough, connected challenges worldwide. By focusing on international partnerships with regions that are less involved in research, we can bring more influence and impact to this field. When researchers from different fields cooperate, they can provide useful methods, knowledge, and tools to advance systems thinking in education. The introduction of systems thinking to education ensures that teaching practices are aligned with major targets, such as the United Nations Sustainable Development Goals, contributing to a brighter and more just future (Blatti et al., 2019; Faul & Savage, 2023).

Therefore, drawing ideas from significant works can guide educators and others to use systems thinking better in their practices. Many of the important studies identified in the analysis can inform the structure of modern education systems and curriculum development. As systems thinking is valued, educators can prepare students to handle, for example, climate change and changes in technology more easily by considering all of these problems within their systems. Using systems thinking allows students to use flexibility and creative troubleshooting to solve complex problems (Grohs et al., 2018; York et al., 2019). Policymakers can create rules that encourage the global integration of various fields of learning and use systems thinking within education.

Current state of research

The number of studies focusing on systems thinking in science education has steadily increased over the last decade. The importance of systems thinking’s importance as a useful framework has increased steadily as more works concerning complex educational and sustainability problems appear from 2014 to 2025. This progress reflects the increasing global attention on systems thinking as a useful way to handle and address important global problems, such as climate change, reducing biodiversity, and making new energy choices. The number of publications has increased since 2015, indicating that more researchers and educators are focusing on finding solutions that consider many perspectives, and systems thinking has become a major part of school efforts to change.

The results demonstrate that systems thinking is becoming more significant in teaching science, mainly dealing with widespread global matters. A systems approach is useful for dealing with worldwide issues because it covers many areas of knowledge and collects different opinions. This helps teachers and students learn how every system is related to other systems (Armah, 2019; Karga & Ceyhan, 2024; Shamir et al., 2023).

However, some limitations of this study must be considered. The use of Scopus could mean that some important studies were not found in the other databases. Second, concentrating on English-language publications may have ignored what was published in other languages. Despitizing these problems, this study provides useful information to educators, policymakers, and researchers. For instance, training teachers and using standard tests can make learning about systems thinking widespread across the nation’s educational system. Further research should focus on using systems thinking in various countries, especially where development is needed for a fairer and broader educational approach.

Systems thinking is now being used together with several other educational trends, such as Science, Technology, Engineering, Art and Mathematics (STEAM) and design thinking. These styles suggest using imagination, working in different fields, and using systems approaches to fix real problems. Research has found that integrating systems thinking with STEAM and design thinking improves students’ problem-solving skills by allowing them to combine knowledge from several subjects, think creatively, and use critical thinking skills (N. O. Bozkurt & Bozkurt, 2024). By blending these approaches, students become involved with lively systems and are ready for future challenges by understanding collaboration, problem-solving, and analysis of systems.

Challenges and gaps

The use of systems thinking is growing, but it remains challenging to consistently use and describe its characteristics, skills, and abilities in schools. The main difficulty is that there is not one globally accepted way to think about systems. Since researchers have different ideas about systems thinking, they are inconsistently applied, assessed, and integrated into curricula. (Shaked & Schechter, 2016). Because systems thinking is not welldefined, it is difficult to create reliable teaching methods, tests, and strategies to include them in science education.

Although systems thinking research has advanced in some parts of the world, it is necessary to strengthen cooperation among researchers worldwide. Often, systems thinking is looked at only within small academic or territorial groups, which limits how broadly it is use. Geography educators consider understanding human-environment systems to be fundamental and see systems thinking to helping achieve this (Rempfler, 2010). Much of the research on public health is carried out by experts in wealthy countries, and very little work has been done in low-income countries. This problem can be solved by bringing together different research groups and institutions to collaborate in sharing their results, strategies, and tools. When educators collaborate, systems thinking can be applied more easily in different places to help more students.

Future directions

In the future, various promising sectors are opening up for research and development. Teacher training programs that help educators reason in a system-based way must be developed. Teachers are important for helping students understand difficult concepts, whichmeans providing them with tools and training to teach systems thinking. Improving educators’ skills using systems thinking in professional development could allow them to support their students’ learning of systems thinking. By helping educators visualize schools as different parts of the same system, systems thinking fosters better curriculum creation, promotes teamwork among teachers, and improves leadership in terms of data analysis (Shaked & Schechter, 2019).

In the future, various promising sectors are opening up for research and development. Teacher training programs that help educators reason in a system-based way must be developed. Teachers are important for helping students understand difficult concepts, which means providing them with tools and training to teach systems thinking. Improving educators’ skills using systems thinking in professional development could allow them to support their students’ learning of systems thinking. By helping educators visualize schools as different parts of the same system, systems thinking fosters better curriculum creation, promotes teamwork among teachers, and improves leadership in terms of data analysis (Boersma et al., 2011).

Overall, studying systems thinking in science education has become increasingly important and plays a major role in finding solutions to major global challenges. Combining systems thinking with other ways of learning and creating standard frameworks will play a significant role in success. Researchers should work on resolving the existing problems, supporting partnerships, and bringing in systems thinking across different fields and education levels.

Final thoughts

In short, the evidence from this bibliographic review proves that systems thinking matters greatly in 21st-century science classes. There has been a large increase in publications focusing on sustainability, mixing subjects in studies, and working together globally. However, the large differences in what parts of the world contribute to research point to the need for better inclusion and equality in research. We believe to solve these challenges, we should: (1) develop new teacher training plans that focus on systems thinking methods, (2) set standard frameworks for assessing how well students can think in systems, and (3) encourage collaboration among various countries to enable sharing and grow in this area. Teaching systems thinking in science gives students the necessary skills to cope with the difficult problems that we deal with today.

Bibliometric data

Here is a summary of the key bibliometric data based on the analysis:

The data point to the rising importance of systems thinking in science education, and noteworthy research from the United States, Germany, and China is apparent. All the journals chosen have numerous citations, which proves their importance in veterinary medicine. In addition, it becomes clear from the co-authors’ network that leading researchers often join forces, proving the value of working across different areas in developing and promoting systems thinking.

Summary of findings

Systems thinking research in science education has rise significantly between 2014 and 2025. Many more scientific papers are now being published, suggesting that more people now see systems thinking as crucial for facing global and educational issues such as climate change. This shows that education now relies on systems thinking to boost interdisciplinary skills and allow students to make sense of different systems working together. The gathered evidence points to its key function in contributing to a broader and systematic way of thinking about education, both for sustainability and for dealing with complex issues that need input from several fields.

Implications for practice

What this study found can influence how science is taught and organized in schools. Systems thinking provides an effective way to update science education, helping teachers focus on learning across subjects, critical analysis, and problem solving (Blatti et al., 2019). With systems thinking in the curriculum, teachers guide students to grasp various problems worldwide, such as those related to the climate, transfer of energy, and equality. By practicing systems thinking, students learn how to work together, use their imagination, and build models to understand complicated ideas that will help them in the 21st century.

The Developers of curriculums and teachers in science should promote systems thinking in all related subjects. Changes in the curriculum need the support and positive views of teachers for them to be successful. Evidence from research has found that instructors encourage the adoption of systems thinking in different teaching approaches (Jackson & Hurst, 2021). It involves demonstrating how parts of systems are linked, running real cases, and using simulation models to train students to solve sustainability and resource management problems. Teachers’ professional development should also give them the tools to successfully teach systems thinking and make sure it becomes a common feature in education.