A Systems-Thinking Framework for Embedding Planetary Boundaries into Chemical Engineering Curriculum

Abstract

The integration of complex system concepts and sustainability in chemical engineering education is often limited to elective or separate courses rather than their integration into the core curriculum. This pedagogical gap can lead to graduates who lack a holistic understanding of the intricate interplay between industrial processes and the Earth’s ecological limits, and the feedback loops required to address complex global challenges. This paper presents a transformative approach to close this gap by embedding the Planetary Boundaries framework and system thinking across core chemical engineering courses, such as Material and Energy Balances, Reaction Engineering, and Process Design, and extending this integration to capstone projects. The framework treats the curriculum itself as an interconnected learning system in which key systems concepts are revisited and deepened through contextualized examples and digital modeling tools, including process simulators and life-cycle assessment. We map each boundary to illustrative process examples and learning activities and discuss practical implementation issues such as curriculum crowding, educator readiness, and data availability. This approach aligns with outcome-based education goals by making system thinking and absolute sustainability explicit learning outcomes, preparing future chemical engineers to design processes that respect planetary limits while balancing technical performance, economic feasibility, and societal needs.