Exploring the integration of green chemistry concepts into the chemistry curriculum
No Thumbnail Available
Date
2026
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
SDU University
Abstract
The dissertation uses a qualitative mixed approach to the study of structural, pedagogical and institutional problems of integrating "green" chemistry into chemical education in Kazakhstan. Interviews with foreign teachers revealed effective pedagogical strategies: problem-oriented learning, contextual cases, systems thinking, and a technologically advanced environment. The teachers agreed that "green" chemistry is most successful when it is perceived as a philosophical reinterpretation of chemistry, and not as an additional material. Interviews with Kazakhstan teachers revealed interrelated barriers: a rigid curriculum, exam pressure, lack of laboratory equipment, and lack of national policy requirements. Since barriers reinforce each other, removing any of them individually will not lead to sustainable change. In response, an annual thematic plan has been developed to complement the 68-hour 10th grade chemistry program with six green chemistry lessons. This is a practical tool that teachers can implement within the current education system. The dissertation calls for a national policy underpinned by teacher training and equipment, while encouraging maximum sustainability within the means available. The findings apply to similar transitional educational contexts.
Description
Keywords
green chemistry education, sustainability literacy, secondary chemistry curriculum, pedagogical strategies
Citation
Yeskali L / Exploring the integration of green chemistry concepts into the chemistry curriculum / SDU University / Department of Pedagogy of Natural Sciences