Reframing and refocusing as tools for integrating systems thinking into an existing course without needing wholesale revision

Abstract In this report, we present a course development initiative designed to revise a second-year university course in polymer chemistry, embedding the learning and application of systems thinking skills within the scope of an existing syllabus and the practical limitations for implementation. The revisions were conducted along three major ideas: (1) reframing content by asking questions central to polymer chemistry rather than using traditional topic divisions; (2) promoting chemistry learning as the primary focus, supported by systems thinking; and (3) employing the propagation paradigm for educational development through collaboration between disciplinary and educational specialists. By incorporating student-active pre-class preparations through scaffolded reading and curated digital material, traditional “transmissive” lecture time was reduced, while in-class interactions were increased. Other elements of the revision included a case-based seminar employing the jigsaw discussion format and revision of laboratory exercises to include aspects of degradation and recycling. Examples of teaching material, student reflections, as well as lessons learnt along the way are presented and discussed, including practical suggestions and advice. This report provides an example of how reframing and refocusing course content could be used to integrate systems thinking into an existing syllabus without requiring a complete overhaul, while also working towards promoting student engagement and interaction.