Chemistry Education for a Sustainable Future: Interdisciplinary Approaches to Critical Raw Materials and Global Challenges

Dear Colleagues,

The rapid evolution of technology is intricately tied to the availability and responsible management of critical raw materials, which are essential for advancements in sectors such as renewable energy, electronics, and electric vehicle (EV) batteries; however, many of these materials exist in finite quantities and are classified as critical due to economic vulnerabilities, geopolitical dependencies, and environmental concerns. The increasing demand for elements like lithium, cobalt, and rare-earth metals necessitates a proactive approach to their extraction, use, and recycling to ensure sustainability.

Despite the crucial role that these materials play in modern technology, traditional chemistry education remains largely focused on fundamental chemical concepts such as atomic structure, bonding, and reactivity, without sufficiently addressing the broader social, environmental, and economic implications of these elements. This gap in chemistry education results in a disconnection between classroom learning and real-world issues—students often fail to see the relevance of chemistry in addressing global challenges, contributing to declining interest in the subject.

To enhance engagement and motivation, educators must integrate interdisciplinary perspectives that go beyond basic chemical properties. For instance, when teaching about lithium, students should not only learn about its atomic mass and reactivity but also examine the environmental impact of lithium mining in the “Lithium Triangle” (Bolivia, Chile, and Argentina), where water resources are heavily affected, and indigenous communities face socio-economic disruptions.

Addressing these global challenges requires a reimagined chemistry curriculum that incorporates sustainability, ethical considerations, and social responsibility. Studies have shown that students are more likely to engage with and retain scientific concepts when they understand their real-world applications. By embedding discussions on resource extraction, economic dependencies, and environmental consequences into chemistry education, we can cultivate scientifically literate citizens who are prepared to contribute to a more sustainable future.

The aim of this Special Issue is to feature research, case studies, and innovative educational approaches that integrate interdisciplinary, transdisciplinary, and multidisciplinary strategies into chemistry and science education. The focus is on redefining chemistry curricula to bridge the gap between theoretical knowledge and pressing global challenges related to critical raw materials and sustainability.

By highlighting sustainability-driven teaching methodologies, this Special Issue seeks to promote chemistry education that is directly relevant to societal needs. It encourages contributions that explore how chemistry can be taught in conjunction with other disciplines such as social sciences, economics, and environmental studies. These integrative approaches not only enhance student engagement but also equip learners with the analytical and problem-solving skills necessary to address complex sustainability issues.

This Special Issue aligns with the journal’s broader scope by emphasizing the transformative potential of chemistry education in fostering scientific literacy, ethical awareness, and global citizenship. The featured research will demonstrate how chemistry education can be a powerful tool in shaping students’ understanding of sustainability, ethical decision-making, and responsible innovation. By providing a platform for educators and researchers to share best practices, the Special Issue aims to contribute to a paradigm shift in chemistry education—one that prioritizes interdisciplinary learning and real-world applications.

The Special Issue invites contributions related to:

• Pedagogical innovations in teaching sustainability, critical raw materials, and green chemistry.
• Curriculum models that integrate chemistry with social sciences, economics, and environmental studies.
• Case studies demonstrating successful interdisciplinary learning in chemistry education.
• Experiential learning opportunities, including project-based learning, community engagement, and policy discussions.

These themes encourage a reimagined approach to chemistry education, ensuring that students are better prepared to tackle real-world sustainability challenges.

We look forward to receiving your contributions.

Prof. Dr. Ozcan Gulacar
Prof. Dr. Charlie Cox
Dr. Renee Richer
Prof. Dr. Anne Baranger
Guest Editors

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