Search Results (30)

The concepts of “circular economy” and “sustainable chemistry” cover a range of related topics, including resource efficiency, the transition to renewable resources, as well as the choice of recycling, reusing, or recovering materials. At the middle school level, the “green message” of chemistry and the circular economy can be conveyed during regular classes or optional subjects. This paper presents an experimental study conducted with middle school students, aiming to develop ecological competencies by comparing traditional educational methods of teaching–learning–assessment with modern methods. The study was conducted on a sample of 58 lower secondary students (N = 30 in class 8A—traditional methods; N = 28 in class 8B—modern/STEM-based methods), using a quasi-experimental pre-test/post-test design using a questionnaire. The results indicated a significant improvement in students’ performance, with correct response rates increasing from 17–33% in the pre-test to over 80–100% in the post-test across most items. While both traditional and modern teaching methods improved students’ theoretical understanding of green chemistry and circular economy concepts, the modern STEM-based approach facilitated higher performance in application-oriented items, critical thinking, and real-life problem-solving tasks. The study emphasizes the importance of fostering an environmentally friendly attitude among students, encouraging a commitment to sustainability, as well as their active involvement in pollution prevention. Thus, the effectiveness of the applied educational strategies in increasing ecological awareness is underlined. Full article

This study addresses the growing vulnerability of societies to extreme weather events intensified by climate change and explores how Secondary Education can foster sustainability competences aligned with the European GreenComp framework. A mixed-methods design was used, combining a content analysis of 279 curricular units from educational legislation and STEM subjects in Compulsory Secondary Education and Baccalaureate, a questionnaire administered to 190 students, and the design and classroom implementation of a GreenComp-based teaching intervention. The curricular analysis revealed uneven integration of sustainability competences across STEM disciplines, with stronger presence in Biology, Geology and Technology, and limited representation in Mathematics and Physics and Chemistry. Student perceptions showed fragmented understandings of extreme weather events, their causes and consequences, and limited awareness of global frameworks such as the SDGs and COP meetings. The implemented teaching sequence improved students’ knowledge of extreme events, strengthened their recognition of links with climate change, and increased awareness of mitigation, adaptation, and the role of education and political action. Overall, the findings highlight both opportunities and gaps in current curricula and demonstrate the potential of contextualized, inquiry-based STEM approaches to develop sustainability competences and better prepare students to face extreme weather events. Full article

Public understanding of complex sustainability concepts like life cycle assessment (LCA) is crucial for promoting environmentally responsible consumption yet remains a significant educational challenge. This study introduces and evaluates Paper Goes Green, a competitive board game designed to make abstract LCA principles tangible and personally relevant. The game simulates the paper production chain, compelling players to make strategic decisions about resource allocation, production pathways (conventional vs. green), and waste management to fulfill paper orders. Through a single-group pre-test/post-test design with 85 participants (25 environmental educators and 60 public members), the game’s efficacy was assessed. Paired-sample t-tests revealed significant improvements in participants’ perceived knowledge of green chemistry/LCA (pre-game mean 2.05, post-game 3.24 on a 5-point scale, p < 0.001), pro-environmental attitudes (3.38 to 4.22, p < 0.001), and behavioral intentions toward green consumption (3.97 to 4.44, p < 0.001). These gains correspond to medium-to-large effect sizes (Cohen’s d = 0.94 for knowledge, 0.70 for attitude, 0.71 for behavior), indicating substantial practical impact. Qualitative feedback further highlighted the game’s engaging and thought-provoking nature. Notably, specific design features—such as immediate feedback, player control, and interactivity—were identified as key contributors to learning, fostering systems thinking in players. These findings suggest that Paper Goes Green is a promising educational tool for translating complex environmental science into an engaging, impactful learning experience. The game effectively bridges the gap between abstract concepts and real-world consumer choices, fostering life cycle thinking and empowering players to make greener choices in their daily lives. Full article

This work reviews the use of biodiesel synthesis experiments in science education, emphasising their potential for explicit nature of science (NOS) teaching. Through a literature review and experimental insights, it highlights how transesterification of waste cooking oil (WCO) with a basic catalyst can serve as an educational tool. While biodiesel reaction conditions are well-documented, this study presents them in a pedagogical context. Simple viscosity and density measurements illustrate empirical analysis, while a design of experiments (DoE) approach using a Hadamard matrix introduces systematic optimisation and scientific reasoning. By integrating biodiesel synthesis with explicit NOS instruction, this work provides educators with a framework to foster critical thinking and a deeper understanding of scientific inquiry. Additionally, this approach aligns with green chemistry principles and resource efficiency, reinforcing the broader relevance of sustainable chemistry. Full article

This research aimed to evaluate the awareness of pre-service science teachers regarding green chemistry, sustainability, and their perspectives on environmental education. A total of 198 pre-service science teachers from primary and secondary school programs at a teacher education college in Israel participated by completing a 34-item questionnaire. Among these, 29 prospective chemistry and biology teachers engaged in an intervention that explored the chemistry and applications of plastics and bioplastics. Following the intervention, participants completed a post-intervention survey to assess the program’s impact. The pre- and post-survey comparison showed a significant increase in sustainability awareness (1.92 to 4.36) and green chemistry awareness (2.17 to 4.20) among pre-service teachers. Paired-sample t-tests confirmed significant improvements in green chemistry awareness, sustainability awareness, and attitudes toward environmental education. While attitude toward environmental education had the highest pre-survey score, it showed the least variation in post-intervention. All questionnaire subcategories reflected positive increases, demonstrating enhanced awareness and attitudes after the intervention. This innovative approach to integrating sustainability into science education underscores the importance of preparing future educators to address environmental challenges in their teaching. Full article

After attending both the “Decade to Educate in the Sustainable Development and the Agenda 30 of the UNESCO” and the “ACS GCI Pharmaceutical Roundtable”, which focused on sustainable chemistry, in this article, a green chemistry contribution to the Kamal Qureshi protocol is offered; thus, DIM^® and several of its analogs (3,3′-diindolylmethanes) were suitably produced under the green chemistry protocol. In the first stage, the substrate indol-3-yl carbinol was evaluated using mechanochemistry (the best mode) in comparison to other activating methods (near-infrared and microwave electromagnetic irradiation and ultrasound), wishing to highlight the employment of both TAFF^®, an excellent and well-characterized natural catalyst (bentonitic clay), and acetone, a green solvent, in addition to the analysis of the procedures in real-time. In the second stage, the mechanochemical methodology was extended to produce a set of fifteen DIMs, in the last stage, the use of a green metric exhibited the greenness of the approach, with it being important to highlight that, to our knowledge, after a search in the literature, this is the first time that the process has been evaluated to demonstrate its greenness. Full article

This paper investigates a proposal for teaching Green Chemistry concepts through the implementation of a Problem-Based Learning (PBL) approach in a specific and optional course on the subject in higher education. The main objective was to analyze the effect of implementing Problem-Based Learning (PBL) didactics on understanding Green Chemistry principles within a course with 8 university students. Through this methodology, students analyzed case studies involving the identification of GC principles in industrial redesign processes and the problematization of controversial situations related to the importance of discussions on chemical processes. Two specific cases, bio-based butylene glycol and enzymatic treatment of paper, were used to test students’ ability to recognize and justify the relevance of these principles. Additionally, another activity about the synthesis of acetanilide allowed students to identify which of four methodologies could be considered the greenest, considering different aspects. The research revealed that although the PBL approach effectively engaged students and deepened their understanding of GC principles, some concepts presented challenges. Certain principles of Green Chemistry, such as atom economy and catalysis, proved complex for some students, leading to confusion and challenges in assessing the “greenness” of processes. Nonetheless, students demonstrated improved knowledge and practical application of GC principles, linking them to industrial processes like bio-based material production and analyzing the benefits and drawbacks of different methods for producing the same substance. This study highlighted the value of a dedicated PBL approach with adequate resources to foster discussions and understanding. However, elective courses often attract only those already familiar with the subject, limiting broader engagement and field expansion. Disparities in case material quality, particularly for bio-based butylene glycol and acetanilide production, underscored the need for well-structured resources. Future research should include larger sample sizes for statistical validation and more class time for discussions and supplemental activities. This study contributes to the literature on active learning strategies, showcasing PBL’s potential to enhance sustainable chemical education. Full article

Green chemistry refers to the design and application of practices that prevent pollution and promote environmental sustainability. A set of 12 principles make up the core of the green chemistry philosophy, and, since their emergence, they have been implemented in the educational practice of tertiary education. Over the past few years, the green chemistry approach has started expanding among secondary education as well. This review discusses green chemistry teaching experiences in secondary education as reported in 70 scientific publications (from 2002 to the present) that were identified via a literature search. All identified documents were examined and analyzed to map their green chemistry content and relevant environmental issues, the degree of the connection between the chemistry concepts and environmental issues (“environmentalization”), the implemented teaching-learning approaches, and, when applicable, the achieved learning outcomes. Analysis showed that all 12 green chemistry principles were covered within the identified publications, with the ones referring to prevention and the use of renewable feedstocks being the most frequent. The publications touch upon several environmental issues, with the most frequent being those referring to hazardous chemical waste, alternative energy resources, and recycling. Most of the publications correspond to a medium degree of environmentalization. The inquiry-based, hands-on-based, problem-based, context-based, and socio-scientific issues-based teaching approaches were shown to be the most widely used. Regarding the achieved learning goals, those mostly explored were related to the cognitive and affective domains. This comprehensive review may provide a solid foundation for the organization and design of novel curricula that will integrate green chemistry into education for sustainable development programs in secondary education. Full article

This study presents a systematic review that addresses the didactics of Green Chemistry in the field of chemistry education, and its main goal is to explore the implications of education in Green Chemistry in response to growing environmental concerns. To carry this out, three databases were reviewed—Dialnet, Web of Science, and Scopus—using the PRISMA method and inclusion and exclusion criteria were established. Articles from journals from the last 6 years, in English or Spanish, that addressed the didactics of Green Chemistry at any educational level, and that offered free access to the whole text, were included; studies that did not specifically focus on the didactics of Green Chemistry or that addressed topics not pertinent to the goals of this review, as well as textbooks, laboratory guides, and other educational resources, were left out. The Boolean operators “AND” and “OR” were used with respective keywords, in both English and Spanish, in the different databases to see with which combinations the greatest number of studies fitting the proposed goals were obtained. Finally, 13 of the 695 articles initially selected were included and analyzed (Dialnet: 146; Web of Science: 330; Scopus: 219). The results show how Green Chemistry can play a fundamental role as a learning strategy to promote sustainable development and contribute to the achievement of the Sustainable Development Goals established in the 2030 Agenda. Full article

The Periodic Table of the Elements of Green and Sustainable Chemistry (PT-GSC) represents a potentially meaningful tool for teaching and learning Green Chemistry. However, there is a lack of studies exploring the application of the PT-GSC in educational contexts. To contribute to filling this gap, a qualitative and participant approach was developed to examine the effects of using the PT-GSC in a high school setting, with a focus on analyzing the associated challenges and opportunities. Over a five-week period, 23 high school students enrolled in a chemistry course at a public school in Brazil worked in small groups to develop solutions for a case study addressing socio-scientific issues related to water scarcity in the local region using elements from the PT-GSC. Results from both the pre- and post-questionnaires, along with the written case study resolutions, provide evidence of the students’ knowledge gains, particularly in critical scientific literacy for Green and Sustainable Chemistry Education. The findings showed that the PT-GSC is an interdisciplinary tool for introducing students to Green Chemistry concepts within the broader societal and scientific ecosystem. The implementation of novel case studies incorporating elements from the PT-GSC is a way to support our ongoing work with students and the public, contributing to a sustainable future. Full article

In the dynamic landscape of drug discovery, Computer-Aided Drug Design (CADD) emerges as a transformative force, bridging the realms of biology and technology. This paper overviews CADDs historical evolution, categorization into structure-based and ligand-based approaches, and its crucial role in rationalizing and expediting drug discovery. As CADD advances, incorporating diverse biological data and ensuring data privacy become paramount. Challenges persist, demanding the optimization of algorithms and robust ethical frameworks. Integrating Machine Learning and Artificial Intelligence amplifies CADDs predictive capabilities, yet ethical considerations and scalability challenges linger. Collaborative efforts and global initiatives, exemplified by platforms like Open-Source Malaria, underscore the democratization of drug discovery. The convergence of CADD with personalized medicine offers tailored therapeutic solutions, though ethical dilemmas and accessibility concerns must be navigated. Emerging technologies like quantum computing, immersive technologies, and green chemistry promise to redefine the future of CADD. The trajectory of CADD, marked by rapid advancements, anticipates challenges in ensuring accuracy, addressing biases in AI, and incorporating sustainability metrics. This paper concludes by highlighting the need for proactive measures in navigating the ethical, technological, and educational frontiers of CADD to shape a healthier, brighter future in drug discovery. Full article

Traditional chemistry is undergoing a transition process towards a sustained paradigm shift under the principles of green chemistry. Green chemistry is emerging as a pillar of modern chemistry focused on sustainability. In this context, the aim of this study was to analyse green chemistry research and its contributions using quantity, quality, and structural indicators. For this purpose, data were retrieved from Scopus and Web of Science through a structured search equation for the study period, i.e., 2012 to 2022. These data were compiled and processed in Microsoft Excel version 2307, totalling 2450 records. VOSviewer software, version 1.6.18, was used to map the keyword network and for overlay and density visualisations. The results showed that green chemistry is constantly increasing in different fields of knowledge, with new studies in green solvents, eutectic solvents, and education for sustainable development. The number of publications peaked in 2019, slightly decreasing in subsequent years due to the novel coronavirus disease 2019 (COVID-19) pandemic. As visualised through VOSviewer, the keyword “sustainability” is connected to all clusters, and green synthesis, catalysis, sustainability, curriculum, and higher degrees are leading trends in green chemistry research. The study could benefit researchers and professionals interested in green chemistry and sustainability. Full article

In this paper, a distinction is first made between environmental, sustainable, and green chemistry; the last two are then examined in relation to the more general problem of environmental education. A brief historical digression on the Science, Technology, and Society movement attempts to dissect reasons why chemistry is seen by the general public as a problem, not as a decisive resource for the realization of the ecological transition. Although sustainable and green chemistry can be decisive in overcoming the insularity of chemical disciplines in high school, it is not well-embedded in educational practices. This situation is slowly changing thanks to the implementations of systems thinking in teaching practice, showing interconnections between the molecular world and sustainability. Historical and epistemological studies provide an all-encompassing framework for the relationship between chemistry and the environment in a broad sense, giving a solid foundation for educational projects. Specific operational goals can help chemical educators in supporting real learning, as well as an examination of the fundamental axes of sustainable and green chemistry, according to the criteria of Scientific and Technological Literacy. Finally, the results of some research carried out in secondary school are presented. These results demonstrate the effectiveness of the interdisciplinary-systemic approach in teaching chemistry as well as in guiding future green careers and reducing the gender gap, preparing high school students in the best possible way to face the challenges of an increasingly interconnected and complex world. Full article

Green and sustainable chemistry education provides opportunities to comprehend and base chemistry knowledge on relevant social and historical contexts, reflecting on fairer and sustainable realities. For this purpose, this work discusses the possibilities and challenges observed during a chemistry teacher training course at a Brazilian university, analyzing how the undergraduates utilized the formative experiences provided by the discipline and how they reinterpreted them when developing didactic sequences based on socio-scientific issues. Using discursive textual analysis, we studied the self-assessments and the didactic sequences produced. The activities developed were positively evaluated by the students and provided the opportunity to create didactic sequences with potential application in schools, founded on cooperative and democratic dynamics and topics that were locally important. On the other hand, the students had some difficulties including chemistry content, mainly considering their relationship with the topics addressed. However, the process proved to be fundamental for the students to perceive themselves as teachers, in addition to provoking them toward (re)constructions and other possibilities. Full article

The idea of a circular economy (CE) has gained ground over the past ten years as a means of addressing sustainable development and getting around the limitations of the current and linear dominant production and consumption patterns. The primary goal of a CE is to encourage the adoption of closing-the-loop production methods to improve resource use efficiency, modify chemical processes, and increase product and material lifespan. According to the 2030 Agenda for Sustainable Development, which focuses on 17 Sustainable Development Goals, 14 of which call for the appropriate application of green chemistry (GC) concepts and patterns, the role that chemistry may play in the shift toward more sustainable models is critical. By serving as the foundation for novel products made from renewable feedstocks and designed to be reused, recycled, or recovered with the associated minimum energy requirements, green and sustainable chemistry could be the key to unlocking the economic potential of the CE toward new product design and ultimately solving waste management problems. The aim of this perspective paper, while using a variety of literature sources, is to essentially capture the main issues associated with the CE and GC paradigms and how these two approaches can merge toward sustainable business models and the production of new materials. This integration focuses on reducing waste, conserving resources, and minimizing negative environmental impacts, while also considering economic viability. However, the obstacles to achieving implementation of the CE and GC principles are investment, environmental education, and legislation. To advance toward the circular economy and green chemistry, international agreements should be reconsidered to provide an appropriate framework, including the creation of incentives for businesses and individuals to adopt circular practices, the establishment of education programs to promote the benefits of circular practices, and the development of regulations to support the transition to sustainable production and consumption patterns. Full article