Teaching systems thinking to protect wildlife: a pilot study in West Bengal’s secondary schools
- Oct 20, 2024
- 1 min read
A groundbreaking two-year study in West Bengal demonstrates that nature-based, systems-thinking education can profoundly transform how young people understand and protect wildlife. Led by filmmaker and educator Sangita Iyer and published in Frontiers Ethology, the research challenges conventional memorization-based learning, which often fails to address complex ecological issues like human–elephant conflict.
The study introduced a curriculum titled Elephants and People in schools located within conflict zones, integrating immersive tools such as the Asian Elephants 101 film series, outdoor sensory experiences, journaling, and open dialogue. Rather than learning about nature abstractly, students engaged with it directly—observing elephant societies and reflecting on parallels with their own lives.
The results were striking. Teacher confidence rose significantly, with most schools adopting the approach, while students demonstrated increased empathy, creativity, and systems-level thinking. More importantly, classrooms evolved into spaces where human development and wildlife were understood as interconnected rather than opposing forces.
The study reveals a deeper truth: when education reflects the interconnected principles of nature, it does more than inform—it reshapes perception. It cultivates a generation capable of envisioning a future where humans and wildlife can coexist and thrive together. Download the full research paper (PDF) : https://www.frontiersin.org/journals/ethology/articles/10.3389/fetho.2025.1693306/full