Exploring how preservice science and mathematics teachers use systems dynamics tools to explain sustainable development goals

Purpose Creating sustainable societies is the first step in contributing to a sustainable world. Individuals need to be equipped with systems thinking (ST) skills to understand a complex issue such as sustainability. Preservice teachers need to develop strategic plans in their classrooms to create sustainability awareness in their students. This study aims to investigate how preservice science and mathematics teachers, enrolled in a sustainable development goal (SDG)-focused ST in education course, used systems dynamics tools to articulate the SDGs. Design/methodology/approach This exploratory case study explored how preservice science and mathematics teachers use systems dynamics tools such as behavior over time graphs, stock-flow diagrams and causal loop diagrams to explain the SDGs. Findings The results of the study showed that preservice science and mathematics teachers were able to deconstruct and use system dynamics tools to analyze an SDG, but generally performed at a moderate level. The findings reveal the various challenges faced by the participants and their promising progress in analyzing the SDGs using systems dynamics tools. Originality/value This pioneering study provides empirical evidence on how systems dynamics tools can be integrated into sustainability education and offers an educational endeavor toward a more sustainable society. The authors recommend that future studies should be carried out in an interdisciplinary manner in all preservice teaching areas to increase the authors’ cumulative knowledge to make societies more sustainable.