Ocean Literacy (OL) has multiple aspects or dimensions: from knowledge about how the oceans work and our impact on them, to attitudes toward topics such as sustainable fisheries, and our behaviour as consumers, tourists, policy makers, fishermen, etc. The myriad ways in which individuals, society and the oceans interact result in complex dynamic systems, composed of multiple interlinked chains of cause and effect. To influence our understanding of these systems, and thereby increase our OL, means to increase our knowledge of our own and others’ place and role in the web of interactions. Systems Thinking has a potentially important role to play in helping us to understand, explain and manage problems in the human-ocean relationship. Leaders in the OL field have recommended taking a systems approach in order to deal with the complexity of the human-ocean relationship. They contend that the inclusion of modelling and simulation will improve the effectiveness of educational initiatives. In this paper we describe a pilot study centred on a browser-based Simulation-Based Learning Environment (SBLE) designed for a general audience that uses System Dynamics simulation to introduce and reinforce systems-based OL learning. It uses a storytelling approach, by explaining the dynamics of coastal tourism through a System Dynamics model revealed in stages, supported by fact panels, pictures, simulation-based tasks, causal loop diagrams and quiz questions. Participants in the pilot study were mainly postgraduate students. A facilitator was available to participants at all times, as needed. The model is based on a freely available normalised coastal tourism model by Hartmut Bossel, converted to XMILE format. Through the identification and use of systems archetypes and general systems features such as feedback loops, we also tested for the acquisition of transferable skills and the ability to identify, apply or create sustainable solutions. Levels of OL were measured before and after interaction with the tool using pre- and post-survey questionnaires and interviews. Results showed moderate to very large positive effects on all the OL dimensions, which are also shown to be associated with predictors of behaviour change. These results provide motivation for further research.

Education for sustainable development (ESD) is considered vital to the success of the United Nations’ sustainable development goals. Systems thinking has been identified as a core competency that must be included in ESD. However, systems thinking-orientated ESD learning tools, established methods of the assessment of sustainability skills, and formal trials to demonstrate the effectiveness of such learning tools are all lacking. This research presents a randomised controlled trial (n = 106) to investigate whether an innovative online sustainability learning tool that incorporates two factors, systems thinking and system dynamics simulation, increases the understanding of a specific sustainability problem. A further aim was to investigate whether these factors also support the transfer of knowledge to a second problem with a similar systemic structure. The effects of the two factors were tested separately and in combination using a two-by-two factorial study design. ANOVA and related inferential statistical techniques were used to analyse the effect of the factors on sustainability understanding. Cohen’s d effect sizes were also calculated. Simulation alone was found to increase ESD learning outcomes significantly, and also to support the transfer of skills, although less significantly. Qualitative feedback was also gathered from participants, most of whom reported finding systems thinking and simulation very helpful.

Vaccines are one of the safest medical interventions in history and can protect against infectious diseases and ensure important health benefits. Despite these advantages, health professionals and policymakers face significant challenges in terms of vaccine rollout, as vaccine hesitancy is a global challenge, and varies greatly with context, i.e., place, time, and vaccines. The internet has rapidly become a widely used information source for health-related issues, and a medium where misinformation in relation to vaccines on social media can spread rapidly and influence many. This research models the impact of vaccine confidence on the transmission of infectious diseases. This involves two interacting contagion models, one for the disease itself, and the other for the public’s views on vaccination. Sensitivity analysis and loop impact analysis are used to explore the effects of misinformation and vaccine confidence on the spread of infectious diseases. The analysis indicates that high vaccine confidence has a reinforcing effect on vaccination levels and helps to reduce the spread of an infectious disease. The results show that higher vaccine confidence can mitigate against the impact of misinformation, and by doing so can contribute to the enhanced control of an infectious disease outbreak.

Education for Sustainable Development (ESD) is considered vital to the success of the United Nations’ Sustainable Development Goals. Systems Thinking has been identified as a core competency necessary to incorporate into ESD. Systems Thinking orientated ESD learning tools, established methods of assessment of sustainability skills, and studies to demonstrate effectiveness of such learning tools, are all lacking. There is a wealth of experience in the System Dynamics field regarding the application of Systems Thinking and simulation to environmental problems, sustainability and systems education. Many System Dynamicists regard simulation as essential for teaching Systems Thinking. The substantial body of research into the design of effective simulation-based learning environments (SBLEs) can also inform ESD initiatives. This research describes a randomised controlled trial (n=106) to investigate whether an online sustainability learning tool that incorporates Systems Thinking and System Dynamics simulation increases understanding of a specific problem and supports transfer of knowledge to a second problem with a similar systemic structure. The effects of Systems Thinking and simulation were tested separately and in combination. The learning tool was designed for a single online learning session. Simulation was found to increase ESD learning outcomes significantly, and also to support transfer of skills, although less significantly.

In pandemic preparedness and response, a Functional Exercise (FX) is used to simulate a situation as close to a real‐life event as possible without the deployment of resources. Participants are drawn from public health emergency operations centres, and work through a scenario script to test possible responses to a novel pathogen outbreak. This paper summarises the role of system dynamics modelling in the design and implementation of a functional exercise, which involved the Dutch and German national public health institutes in March 2023. The findings confirm the value of the system dynamics method in integrating disease and hospital models, and also highlights how well the method aligns with modern software development processes. The paper concludes with a discussion of what worked well, and presents areas for future enhancements of management flight simulators to support functional exercises. © 2024 The Author(s). System Dynamics Review published by John Wiley & Sons Ltd on behalf of System Dynamics Society.