Developing complex thinking through a systemic framework for water education: a case study on the domestic water cycle in French curricula

Abstract

This study explores systemic approaches in water education, focusing on the Domestic Water Cycle (DWC) as a complex educational topic. Water education aims to cultivate responsibility for water resources, engage individuals in water-related issues, and promote sustainable behaviours. Understanding water’s complexity is paramount, and systemic approaches offer a promising way to enhance this understanding. This research develops a comprehensive systemic tool for curriculum designers, educators and teachers to implement water education projects effectively. It also analyses the representation of DWC in official documents related to compulsory education in France, focusing on cycles 1–4. Using qualitative content analysis, the study examines these documents in depth. A four-step methodology was developed to create a systemic diagram of the DWC, incorporating various approaches as guiding principles. This diagram was then used to analyze educational programs. Findings reveal progressive development in DWC treatment across educational levels. Cycles 1 and 2 include some DWC elements, but the overall flow is not identified. In Cycle 3, several elements and relationships are not explicitly included. However, Cycle 4 exhibits a stronger systemic approach, addressing DWC complexity. This study demonstrates that integrating a systemic approach and utilizing a systemic tool can provide valuable support in teaching complexity effectively. Furthermore, it suggests this approach can help students develop essential skills such as problem-solving, understanding interrelationships, and making informed decisions across various domains, including environmental studies.