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 source and search strategy

This study adopted a bibliometric research design using data retrieved from the Scopus database. Scopus was selected due to its extensive coverage of peer-reviewed journals in science education, sustainability, and interdisciplinary research, as well as its strong compatibility with bibliometric analysis tools and reproducibility standards.

The literature search was conducted in January 2025 and limited to publications published between 2014 and 2025, a period chosen to capture the development of systems thinking research in science education following the global adoption of the Sustainable Development Goals (SDGs).

Two Boolean search strings were employed to address both the thematic and methodological dimensions of the research field:

The search was performed within titles, abstracts, and author keywords to ensure relevance while maintaining adequate coverage of the literature.

Inclusion and exclusion criteria

Publications were included if they met all of the following criteria:

Publications were excluded if they:

Screening procedure

The initial search retrieved N = [ISI JUMLAH AWAL ANDA] records. Duplicate records were removed prior to screening. Titles and abstracts were then reviewed based on the predefined inclusion and exclusion criteria. Following this screening process, N = [ISI JUMLAH AKHIR ANDA] articles were retained for final bibliometric analysis. Manual screening was applied to ensure domain relevance and alignment with the study objectives.

Bibliometric analysis tools and parameters

Bibliometric analyses were conducted using Harzing’s Publish or Perish (version 8.17) to extract citation metrics and VOSviewer (version 1.6.20) to visualize bibliometric networks. The analysis included co-authorship analysis, keyword co-occurrence analysis, and citation analysis.

A full counting method was applied across all analyses. For keyword co-occurrence mapping, a minimum threshold of [X] occurrences was set to identify salient terms. Network clustering was generated using VOSviewer’s default algorithm based on association strength, enabling the identification of thematic clusters and collaboration patterns within the research field.

Methodological rigor

By clearly specifying the data source, search strategy, inclusion and exclusion criteria, screening procedures, analytical tools, and parameters, this methodological approach ensures transparency, reproducibility, and alignment with established standards for bibliometric research.

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, 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 (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.

Systems thinking as an interpretive lens

Although this study employs bibliometric analysis as its primary methodological approach, the findings can be interpreted through core principles of systems thinking. Publication trends, international collaboration, and thematic diversification do not operate independently; rather, they form an interconnected research ecosystem. Growth in publication output reinforces collaborative networks among authors and institutions, which in turn supports the expansion of research themes related to sustainability, STEM integration, and interdisciplinary learning.

From a systems perspective, these relationships reflect interdependencies and reinforcing feedback mechanisms within the scientific knowledge system. Increased collaboration facilitates knowledge exchange and methodological diffusion, enabling the emergence of new thematic clusters, while the diversification of themes attracts broader scholarly participation and further accelerates publication growth. In this sense, bibliometric indicators capture not only linear increases in research activity but also dynamic interactions among multiple components of the research system.

Interpreting the results through this lens positions systems thinking not merely as the subject of investigation but as a conceptual framework for understanding how science education research evolves over time. This perspective helps explain why systems thinking research has become increasingly prominent in response to complex global challenges, as the research community itself adapts through interconnected processes of knowledge production, collaboration, and thematic innovation.

Summary of findings

This bibliometric analysis reveals a substantial growth in research on systems thinking in science education between 2014 and 2025, particularly in relation to sustainability, interdisciplinary learning, and STEM education. The increasing volume of publications and the expansion of international collaboration indicate a growing recognition of systems thinking as a critical competency for addressing complex global challenges.

Despite this progress, notable imbalances remain in global research participation and thematic representation. Contributions continue to be concentrated in a limited number of regions, while research from developing and underrepresented contexts remains comparatively scarce. These disparities highlight the need for more inclusive and equitable collaboration to ensure that systems thinking research reflects diverse educational settings and societal challenges.

From a systems thinking perspective, several leverage points can be identified for advancing science education. These include strengthening teacher professional development in systemic pedagogy, developing standardized assessment frameworks to evaluate systems thinking competencies, and fostering sustained international research collaboration. Addressing these leverage points can enhance the capacity of science education systems to respond effectively to sustainability challenges and better prepare learners to navigate the interconnected problems of the 21st century.