MAKASSAR – Integrating green chemistry concepts into chemistry education can improve students’ understanding while also strengthening environmental awareness and sustainability values. The finding was published by Army Auliah, Vika Puji Cahyani, and Islawati from Universitas Negeri Makassar in the International Journal of Scientific Multidisciplinary Research in 2026.
The study highlights a major shift in modern chemistry education, moving away from memorization-based teaching toward contextual learning connected to real environmental challenges and sustainability issues. Researchers found that green chemistry principles are increasingly being integrated into curricula, learning media, and project-based classroom activities.
Green chemistry refers to chemical practices and educational approaches that reduce hazardous substances and promote safer processes for humans and the environment. In education, the concept is not limited to scientific theory but also encourages students to understand global issues such as climate change, pollution, and sustainable resource management.
Army Auliah and the research team conducted a Systematic Literature Review using the PRISMA approach to analyze international scientific publications released between 2020 and 2025. From 124 articles identified in the Scopus database, the researchers selected 10 studies considered most relevant to the integration of green chemistry in chemistry education.
The review found that active learning approaches such as Project-Based Learning (PjBL), Problem-Based Learning (PBL), socio-scientific issues (SSI), and ethnoscience contribute positively to students’ learning outcomes.
Through Project-Based Learning, students are encouraged to solve real environmental problems and complete practical chemistry-related projects. The approach was found to improve creativity, critical thinking, and environmental conservation attitudes.
Problem-Based Learning helps students understand chemistry concepts through real-world problem solving, while socio-scientific issues-based learning increases awareness of the social and environmental impacts of chemical use, including pesticide and industrial waste issues.
The ethnoscience approach also plays an important role by connecting chemistry education with local cultural knowledge and community practices. Researchers found that contextual learning makes abstract chemistry concepts easier for students to understand.
Despite these positive outcomes, the study noted that the implementation of green chemistry in higher education remains inconsistent. Many chemistry courses still focus primarily on theoretical and cognitive aspects without systematically integrating environmental character development.
The researchers also identified a lack of innovative instructional media specifically designed for green chemistry education. Existing learning modules rarely combine sustainability principles, chemical safety, and project-based learning within one integrated framework.
According to Vika Puji Cahyani and colleagues, this gap creates an urgent need for the development of flexible and contextual micro-modules integrated with green chemistry concepts.
Reaction rate topics were identified as one of the chemistry subjects that could greatly benefit from this approach. The topic is often considered abstract and difficult for students when taught only through traditional classroom explanations.
The study further emphasized the importance of digital technology in future chemistry learning innovations. Technology integration is expected to create more flexible, interactive, and accessible educational experiences for students.
Beyond academic achievement, green chemistry education is believed to help shape a generation that is more environmentally responsible and socially aware. The approach is considered highly relevant to the Sustainable Development Goals (SDGs), especially those related to responsible consumption and production.
The researchers concluded that chemistry education should no longer focus solely on scientific mastery. Learning models must also encourage environmental awareness, social responsibility, and students’ ability to develop sustainable solutions for future global challenges.
International Journal of Scientific Multidisciplinary Research, Vol. 4, No. 5, 2026.
DOI: https://doi.org/10.55927/ijsmr.v4i5.48
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