Teaching Systems Thinking to Protect Wildlife: A Pilot Study in West Bengal's Secondary Schools

Sangita Iyer^1*Jessica Bell Rizzolo^1*Aritra Kshettry²Liza Ireland³Shalvi Suman⁴

• ¹Voice for Asian Elephants Society (VFAES), Los Angeles, California, United States
• ²World Wildlife Fund, Washington, United States
• ³Royal Roads University, Victoria, Canada
• ⁴Independent Researcher, Siliguri, India

Conventional school curricula fragment knowledge into siloed subjects and rely on rote learning (Sterling, 2010), leaving students ill-equipped to address complex socio-ecological issues such as human-elephant conflict (Monroe et al., 2019). We tested the hypothesis that a topic-based curriculum—grounded in nine ecological principles—could enhance eco-literacy, empathy, and creative problem-solving among secondary students. Between October 2022 and February 2024, our multidisciplinary team co-created the Elephants and People unit and implemented it across three sequential phases: (1) a three-day teachers’ training workshop (for 38 teachers from 18 schools) employing slow pedagogy, Appreciative Inquiry, backcasting, World Café dialogues, experiential outdoor games, and daily benchmarking; (2) teacher-led classroom implementation in five human-elephant-conflict-zone schools, organizing nature immersion, journaling, screening Asian Elephants 101 film series (subtitled in local language), and action research; and (3) an advanced curriculum design workshop, producing locally tailored, interdisciplinary units grounded in systems thinking. Benchmarking scores rose from a median of 2–3/10 to 7–8/10, reflecting significant gains in teacher confidence and knowledge. Classroom observations revealed 83% of participating schools and 77% of teachers fully adopted the pedagogy. Student reflections and essays showed increased empathy and innovative ideas for coexistence. This research could help create a paradigm shift in curriculum design—from fragmented, anthropocentric content to holistic, eco-centric learning—inspiring pro-conservation attitudes, restoring students’ innate creativity, and deepening their sense of interdependence with nature. Scaling this framework through multidisciplinary curriculum integration and systems thinking workshops for teachers offers a promising path to transform education into a catalyst for sustainable human-wildlife coexistence.