As a common language among the students we have introduced “causal loop diagramming” (CLD) in combination with computer simulations, favouring transparent and clear communication that bridge most of the academic and cultural differences. A vital ingredient in creating CLDs is that the students are forced to be explicit in describing a system or a problem, thereby making them question and re-evaluating preconceived ideas of relations between system parts, something that is particularly important when it comes to sustainability science.

Many students have however initially problems with systems thinking both to master it intellectually and to accept it as a useful method for them. The problems stem from that the majority of educational systems do not encourage, train, and reward cross subject or systems thinking. The students have in their past done very well with their studies in their respective fields without a systems perspective. Therefore to give them a good start the starting point for the learning process must thus be chosen well. In the LUMES case, where all possible scientific backgrounds are represented, systems that all students are familiar with and which are not related directly to science such as household economy, family quarrels, or dieting is a way ahead. They quickly recognize that models are subjective but remain confident with the work as they are well acquainted with function and weight of different parameters in the systems. Focus can then be put on the tool itself and less on how the system really looks like.