In this activity, students dive into a current sustainability issue and visually map the underlying system in a system map. By connecting elements, actors, and influences visually with lines, arrows, and colors, students develop systems thinking: the ability to recognize relationships, causes, and feedback loops in complex issues. They use either a physical or digital tool, such as the free online program Loopy. This stimulates not only analytical insight, but also creativity and collaboration.
- Activity goal
- Exchange knowledge | Practice skills | Reflect
- When
- In class | Post class | Pre class
- Where
- Offline
- Duration
- < 60 minutes| > 60 minutes
- Group size
- Small | Medium | Large
- Materials
Paper, markers, post-its or Loopy
Step-by-Step
Step 1
Introduce the system issue and the concept of “systems mapping”: The teacher introduces a concrete sustainability-related issue that is complex in nature (e.g., nitrogen problem, food waste, energy transition, fast fashion). The case fits with the lesson or course objectives. Then explain what a system map is: a map that makes all relationships and interactions within a system visible. Optionally, show an example.
Step 2
Analyze the context: Students explore the issue in groups (3–5 students per group). What is going on? Which actors are involved? Which processes influence each other? They collect as many elements as possible that play a role in the system.
Step 3
Create the system map: The group makes a visual map of the system:
- Arrows indicate causal relationships (“X leads to Y”).
- Lines indicate weaker or indirect connections.
- Colors distinguish, for example, processes, resources, or areas of tension.
This can be done physically (large sheet of paper, markers, post-its) or digitally.
Optional – Add dynamics in Loopy
Have students digitally simulate their system map with the tool Loopy. This tool brings interactions and feedback loops visually to life, making dynamics, unexpected effects, and complexity visible.
Step 4
Discuss and interpret the system: Each group briefly explains their system map to the class. They discuss what they see as the crucial components and relationships, where bottlenecks or leverage points lie, and which surprising insights or questions systems thinking has given them. The focus is on sharing perspectives and understanding the complexity of the issue.
Step 5
Reflection: Have students reflect individually or in class on questions such as:
- What surprised you in the system?
- Where do you think the most important interventions lie?
- What happens if you remove or strengthen one element?
Place yourself in the system: Have students think about their own role or future professional position within the system (e.g., policymaker, engineer, designer) and how their choices can exert influence.
Tip 1
Visual cues: Use colors for different categories (e.g., green = ecological, red = economic, blue = social), arrows for causal relationships, and shading or symbols for uncertainties or tensions.
Tip 2
Develop multiple versions: Students can iteratively adjust their system after discussion or feedback to gradually deepen complexity. For example, connect groups and have them give each other interim feedback or questions.
Tip 3
Combine with literature: Have students compare system maps with existing models or theories from the literature.
Tip 4
Continue after class: Have students further develop the system map after the lesson and schedule the presentations in the next class.
Large sheets of paper, markers, post-its (for the physical version)
Loopy for the digital version
Consider the tools and materials mentioned here as suggestions. In many cases it’s possible to use alternative tools. Please turn to the Learning & Innovation team of your faculty first to see which online and offline tools are available and how to apply them.
