Caidic, Iris Mae L.Gonzales, Charlotte Kendra Gotangco2026-07-032026-07-030031-7683ORCID:/0000-0002-3436-9813/work/219178324https://hdl.handle.net/1885/733812840Among other countries, the Philippines faces the issue of food security, which must be addressed through education. However, the lack of coherence in teaching science content hinders Filipino junior high school students’ holistic understanding that science lessons are interconnected to food security. This study explores how systems thinking can be utilized to integrate food security into science topics. The pilot of the developed module on a microgreens project was implemented using systems thinking tools to tackle lessons on biodiversity, ecosystems, and the human digestive system within the context of food security. Data from end-of-scaffold check-ins, individual scaffold assessments, group performance task scores, teacher-observers’ rating sheets, and feedback from students and teacher-observers gathered through end-of-unit focus group discussions showed that integration of food security brought about a potential for a transformative impact in the long term. Responses suggest that using systems thinking developed students’ critical thinking skills that supported the understanding of science. Further research must be conducted to determine the long-term impact of systems thinking in science and other subjects.The corresponding author would like to express gratitude to the Department of Science and Technology–Science Education Institute’s Capacity Building Program in Science and Mathematics Education for the scholarship grant through which this study was carried out, as well as to the administration of KWCA High School, where the study was conducted.26enPublisher Copyright: © 2025, Department of Science and Technology. All rights reserved.food securityGrade 8 sciencemicrogreenssystems thinking2025105027220776