A Systems Thinking Approach to Arctic Security Education

Abstract

Arctic security is a complex and interconnected domain shaped by environmental change, geopolitical competition, economic interests, and sociocultural dynamics. Traditional security education often relies on reductionist methods that fail to capture these interdependencies, leading to fragmented decision-making. This paper introduces the Security Systems Thinking Education Model. This structured framework integrates core principles, leverage points, and applied learning strategies to enhance security professionals’ ability to navigate the Arctic’s evolving challenges. The model fosters interdisciplinary learning, holistic problem-framing, and anticipatory decision-making, with key leverage points guiding course design, instructional strategies, and assessments. The framework is well-suited for online graduate-level education, where asynchronous learning, interactive simulations, and multimedia case studies provide experiential learning opportunities. By embedding scenario-based learning, reflective analysis, and competency-based evaluation, online graduate courses can cultivate systems-thinking skills that enable learners to synthesize knowledge, assess second-and third-order effects, and implement strategic foresight. This framework strengthens education and training while enhancing policy development and operational readiness, ensuring security professionals develop the adaptive and integrative skills needed to address the region’s evolving security challenges.