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CC BY 4.0 · Sustainability & Circularity NOW 2026; 03: a27939447
DOI: 10.1055/a-2793-9447
Original Article

Bridging Borders and Disciplines: A Systems Thinking Approach to International Education in Sustainable Chemistry and Engineering

Autor*innen

  • Javier Remón

    1   Thermochemical Processes Group, Aragón Institute for Engineering Research (I3A), University of Zaragoza, Zaragoza, Spain (Ringgold ID: RIN16765)

  • Jesús Arauzo

    1   Thermochemical Processes Group, Aragón Institute for Engineering Research (I3A), University of Zaragoza, Zaragoza, Spain (Ringgold ID: RIN16765)

  • Glenn A. Hurst 

    2   Green Chemistry Centre of Excellence, Department of Chemistry, University of York, York, United Kingdom of Great Britain and Northern Ireland (Ringgold ID: RIN8748)

Gefördert durch: Universidad de Zaragoza PIDDUZ_21_353,PIIDUZ_19_256 Gefördert durch: Aragón Government T22_23R
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Graphical Abstract

Abstract

Graduates in sustainable chemistry and engineering increasingly require advanced multicultural and interdisciplinary competencies, yet traditional curricula often fail to provide these. Collaborative Online International Learning (COIL) offers an accessible, scalable solution. This article analyzes the outcomes of two interventions connecting Chemistry undergraduates (University of York, UK) with Chemical Engineering postgraduates (University of Zaragoza, Spain). The objective was to foster these transversal skills alongside a holistic, systems-thinking understanding of biorefinery concepts. Over 6-week projects, two cohorts worked in international, interdisciplinary pairs, including both fully remote “e-pairs” and co-located “in-place” pairs, to produce scientific media. The findings demonstrate exceptional student engagement and the cultivation of a systems-thinking approach. The model fostered sociocultural competencies: non-native speakers enhanced professional fluency, while native speakers learned to moderate their language for inclusive communication. Critically, this study revealed that fully remote “e-pairs” outperformed co-located “in-place” pairs in digital-age skills, notably in their proactive use of social media for dissemination and their intuitive creation of more inclusive, accessible outputs. This work validates the COIL framework as an alternative to physical mobility, concluding that a well-structured virtual exchange can be effective for cultivating the digital and intercultural competencies required by the next generation of global scientists and engineers.

Keywords

Collaborative Online International Learning (COIL) - Interdisciplinary education - Systems thinking - Sociocultural competence - Biorefinery


Publikationsverlauf

Eingereicht: 29. November 2025

Angenommen: 20. Januar 2026

Artikel online veröffentlicht:
03. Februar 2026

© 2026. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution License, permitting unrestricted use, distribution, and reproduction so long as the original work is properly cited. (https://creativecommons.org/licenses/by/4.0/).

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Bibliographical Record
Javier Remón, Jesús Arauzo, Glenn A. Hurst. Bridging Borders and Disciplines: A Systems Thinking Approach to International Education in Sustainable Chemistry and Engineering. Sustainability & Circularity NOW 2026; 03: a27939447.
DOI: 10.1055/a-2793-9447