The potential for systems thinking as an approach for evaluating false science information

Abstract

Misinformation and disinformation pose serious global risks, undermining public trust in science and hindering progress towards the UN Sustainable Development Goals. The rapid spread of information through social media and generative artificial intelligence highlights the need for education to help learners develop the capacity to critically evaluate scientific claims. This perspective proposes systems thinking (ST) as a promising pedagogical approach for empowering students to evaluate inaccurate scientific information and may be particularly useful for unpacking false claims about global challenges. ST has the potential to enable learners to recognize interconnections among components of complex global challenges so that they can reason about scientific information holistically (e.g., social, political, and environmental). However, ST is largely unexplored for this purpose. Empirical validation of this hypothesis is urgently required, as combating dis- and misinformation is essential to protecting science and accelerating progress toward the UN Sustainable Development Goals. We encourage science educators and science education researchers to explore how ST might help evaluate inaccurate scientific information. To facilitate this exploration, we provide background of the current work that may complement future investigations and suggest potential research questions. Empowering future scientists and citizens to critically engage with information is essential not only for navigating misinformation but also for contributing to a more sustainable, informed society.