<p>This paper examines how systems thinking can strengthen circular economy education and support more effective waste management. It argues that waste is no longer a simple environmental issue, it shall rather be described more holistically, with links between production systems, consumption practices, economic structures, and social conditions. Education that helps learners see these connections can play a key role in moving societies away from linear “take, make, dispose” practices and towards more circular and sustainable models. The paper explores how systems thinking can effectively integrate into circular economy education and can equip students, practitioners, and communities with the ability to understand material flows, identify root causes of waste, critically question over-consumption and volume of waste and design long-term solutions to improve circularity. It also compares experiences from China, Finland, India, and Malaysia, showing how countries with different capacities and governance systems approach circularity in waste streams. The analysis highlights the value of integrated curricula, practical learning, digital tools, and community engagement in shaping more informed and capable learners. The paper concludes with recommendations for strengthening policies, improving teaching and learning resources, and building partnerships between universities, industries, and local communities. It stresses that future progress will depend on deeper interdisciplinary and transdisciplinary collaboration, stronger global knowledge exchange, and education that places equal attention on environmental, social, and ethical dimensions of waste challenges.</p>