Integrating green analytical chemistry into higher education: A data driven online certificate course model

ABSTRACT Background Although sustainability is increasingly emphasized in science education following the Sustainable Development Goals (SDGs), its integration into upper secondary chemistry often remains thematic rather than structurally embedded in chemical reasoning. Purpose This study investigated whether redesigning a compulsory Grade 11 ‘Green Chemistry’ chapter through an SDG-aligned, systems-oriented instructional framework enhances students’ sustainability competencies and structural systems reasoning compared to textbook-based instruction. Sample Participants were 96 Grade 11 students from a public secondary school in Kazakhstan, assigned to experimental and control groups based on intact classrooms. Design and methods A quasi-experimental pretest – posttest control group design was implemented over six weeks. The experimental condition embedded green chemistry principles within structured systems modeling tasks, while the control group followed the standard curriculum. Outcomes were assessed using a validated Sustainability Competency Index and a rubric-based Systems Mapping Task, with analyses controlling for baseline differences. Results Students exposed to the systems-oriented redesign demonstrated substantially greater gains in sustainability competencies and systems reasoning than those receiving traditional instruction. Systems reasoning performance was positively associated with sustainability competency development. Conclusion Findings indicate that restructuring instructional architecture – rather than expanding curricular content – can meaningfully support sustainability-oriented learning within standardized secondary chemistry contexts.

Dengue continues to pose a serious public health challenge in the Philippines, particularly in urban communities where year‑round mosquito presence and frequent household/urban pesticide use increase both disease transmission and chemical exposure risks. While pesticide application is commonly used for mosquito control, improper handling and limited consumer chemical literacy undermine dengue prevention efforts and expose households to health hazards. This study examined the effectiveness of a Health Advocacy Intervention in improving residents’ knowledge and attitudes toward safe household/urban pesticide use and dengue prevention in Santa Rosa City, Laguna. An experimental randomized controlled trial design was employed involving sixty (60) adult residents from selected barangays, who were randomly assigned to either an Intervention Group or a Control Group. Both groups completed validated knowledge and attitude assessments prior to the intervention. The Intervention Group received a structured Information, Education, and Communication (IEC)–based health advocacy program focused on pesticide safety, label comprehension, and the Department of Health (DOH) 5S dengue prevention strategy, while the Control Group received no intervention. Post‑tests were administered three weeks after the pre‑test. Results indicated that baseline knowledge levels in both groups were generally low, while baseline attitudes were positive but not optimal. Following the intervention, participants in the Intervention Group demonstrated statistically significant improvements in both knowledge and attitudes (p < 0.05), achieving high knowledge levels and very positive attitudes toward safe pesticide use and dengue prevention. No significant changes were observed in the control group. The findings confirm the effectiveness of the Health Advocacy Intervention and underscore the value of integrating chemical safety education into community‑based dengue prevention programs to promote safer and more sustainable public health practices.

PurposeThis study aims to comprehensively analyze the evolution of Biochemistry and Molecular Biology (BMB) education research from 2000 to 2025, with a specific focus on identifying global trends, research hotspots, term networks, and the integration of omics technologies into curricula. The goal is to understand the shifting educational landscape and address the attention needed in practical application and interdisciplinary approaches.Materials and MethodsThe analyses were conducted on 1237 English-language articles focusing on BMB education, which were retrieved from the Web of Science Core Collection database, covering publications from January 2000 to December 2025. Two visualization and clustering tools (CiteSpace and VOSviewer) were utilized to conduct the core analyses, including term frequencies, keyword co-occurrences, thematic clustering, and temporal timeline evolution analysis.ResultsPublication output has grown steadily, with a sharp spike post-2020, which indicates growing global attention in BMB teaching. Key journals including Biochemistry and Molecular Biology Education and Journal of Chemical Education have played a leading role in driving the dissemination of relevant research. Through co-occurrence network mapping and clustering analyses, prominent themes were identified, include “active learning”, “medical student education”, and “biochemistry course design”. The cluster “biochemistry course” dominated the timeline from 2000 to 2025, reflecting a sustained and strong emphasis on BMB instructional design. Our analyses further revealed a pivotal paradigm shift in the field: omics technologies (genomics, proteomics, and metabolomics) and associated bioinformatic tools have evolved from niche, emerging educational components to core pillars that bridge traditional BMB curricula and modern data-driven research practices.ConclusionThe findings underscore significant progress in BMB education research, driven by technological advancements and interdisciplinary approaches. Despite the explosive growth of omics research and its wide applications across the life sciences, yet they remain significantly underprioritized in BMB education curricula. Future directions should prioritize technology-driven curriculum enhancements, cross-sector collaboration, and policy support to address evolving healthcare and scientific demands.

Abstract Despite acknowledging the complementary role of chemical equilibrium-based pedagogical treatments on students’ academic performance, the related science education literature has not examined their practical effectiveness and significance via a meta-analysis method. Therefore, this study intends to meta-analytically explore their effectiveness in improving students’ academic performance. It included 55 studies (k) from 51 unique sources. The results of the meta-analysis showed that the overall effect-size (Hedges’ g = 1.028) fell into the large effect. This means that the treatments are more effective in enhancing students’ academic performance of chemical equilibrium than the controlled ones. Nevertheless, the variability in the effect-sizes revealed the importance of the treatment types and educational contexts. Also, the results indicated that the moderator variables were statistically non-significant ( p > 0.05) but categorically played a crucial role at predicting the students’ academic performance through the treatments. Given the descriptive findings, the current meta-analysis offers the following individual moderator levels to better teach and measure the topic “chemical equilibrium”: university (for educational level), inquiry-based learning (for type of treatment), open-ended question (for question type) and teacher (for practitioner). Of course, chemistry teachers and science educators should take into consideration the role of educational contexts in learning chemical equilibrium, while deciding the type of treatment to teach it.

The development of low-cost alternative laboratory tools has become increasingly important for interdisciplinary teaching in physics, chemistry, and mathematics. In this study, high school students applied project-based learning and investigation teaching sequences methodologies to design and build an alternative viscometer for educational use. This device was employed to measure the flow times and estimate the viscosities of ten commercial detergent brands, classified as Newtonian and quasi-Newtonian fluids. Results showed that the alternative viscometer produced consistent viscosity and density measurements, demonstrating its potential as a practical, low-cost instrument to enhance science and mathematics education.

A Lesson Study on the Integration of Systems Thinking with the Explicit Use of System Characteristics in High School Chemistry Education

This article addresses the pertinent issue of enhancing the effectiveness of chemistry instruction within the system of secondary vocational medical education. It examines the potential of extracurricular activities as an integral structural component of the educational environment, which directly influences student motivation and professional development. The purpose of this article is to provide a theoretical foundation and describe practical experience in implementing extracurricular activities in chemistry as a structural component of the educational environment at a medical college. These activities are aimed at increasing student interest in chemistry and fostering professional and research competencies among future mid-level medical professionals. Materials and methods. The study synthesizes the experience of organizing extracurricular work in chemistry at a medical college. The methodological framework was built upon practice-oriented, competence-based, and environmental approaches. A combination of methods was employed: theoretical analysis of scientific literature, design of extracurricular activities in chemistry, and piloting of such formats as professionally-contextualized problem-based cases, educational research projects utilizing digital tools (including a dedicated student community on social media platforms to support the learning process). Results. The study demonstrated that the use of diverse forms of extracurricular activities – such as participation in a chemistry club involving additional experiments with digital sensors (e.g., colorimeters); experimental quests in the chemistry department laboratories of a pedagogical university; practical familiarization with modern laboratory equipment in a research setting, including chemical and biological methods for cryopreserving cell lines, stem cells, and other samples; substance separation and purification in the development and quality control of pharmaceuticals at a biochemistry research institute; and immersion in microscopy and digital sensors while preparing conference projects – significantly enhances the comprehension of chemistry and develops students’ practical skills. Extracurricular learning pathways and interdisciplinary projects were found to compensate for the lack of classroom hours, fostering a deeper understanding, application of knowledge, and skills development. Conclusion. In conclusion, the findings indicate that purposefully organized extracurricular learning pathways, which incorporate a variety of activities, serve as a powerful resource for enriching the digital information and learning environment of a medical college. These pathways not only facilitate an in-depth study of chemistry but also contribute to effective professional orientation and personal development of students.

The practice of chemistry is undergoing rapid transformation driven by innovation, convergence with other disciplines, and an urgent need to address global challenges from climate change to public health. At this critical juncture, the global chemistry community must embrace not only scientific excellence but also a shared commitment to ethical and responsible conduct that is aligned with world needs. Despite the existence of important national and sectoral ethical frameworks, their fragmented application has left a gap in establishing a truly global, inclusive, and actionable reference point for responsible chemistry. In response to this need, the International Union of Pure and Applied Chemistry (IUPAC) has developed and committed to propagating worldwide a set of guiding principles for the responsible practice of chemistry. These principles, developed by chemists for the profession of chemistry, provide a unifying ethical foundation and practical pathways to employ responsible innovation across chemistry research, education, and industry worldwide. These principles aim to provide a common ethical foundation for responsible chemistry worldwide-across sectors, generations, and locations. By aligning scientific excellence with societal well-being and environmental stewardship, these principles offer chemists and institutions tools to foster trust, accountability, and global collaboration.

The study looked at how conceptual modelling (CM) and conceptual blending (CB) affected students’ achievement in chemistry. This study employed a quasi-experimental design. In this study, 274 seniors secondary (SSII) chemistry students from six coeducational secondary schools in the state were randomly selected using simple random sampling. The information was gathered using the chemistry achievement test (CAT). It was used for pre-test and post-test to evaluate students’ achievement in chemistry. All groups received these tests before and after a six-week course of therapy. The mean/average scores of the 3 groups on the pre-test and post-test were compared using analysis of covariance (ANCOVA) of the CAT data. The study discovered that CM, as opposed to CB, had a significantly bigger effect on students’ achievement in chemistry. Chemistry achievement was significantly higher with CB than with the lecture approach (LA). According to the study, when compared to the LA, CM and CB are more effective teaching strategies for raising students’ achievement in chemistry. Furthermore, it was discovered that CM was the most successful approach. It was suggested, among other things, that chemistry instructors incorporate CM into their chemical lessons.

The article analyzes and summarizes current international experience in implementing a practice-oriented approach in the professional training of future chemistry teachers in the context of transformations in teacher education, growing demands on teaching quality, and staff shortages in the natural sciences. The purpose of the article is to summarize empirically proven pedagogical practices of practice-oriented training of future chemistry teachers and outline the possibilities for their adaptation to the domestic educational space. Research methods: theoretical analysis and generalization of scientific sources and empirical studies of international experience in implementing a practice-oriented approach in the training of future chemistry teachers to identify leading models of practice-oriented training, formulating generalizations and conclusions regarding the possibilities of adapting international experience in the domestic system of training future chemistry teachers. Contemporary international practice demonstrates a systematic transition from a model of knowledge transfer to a model of guided formation of future teachers' professional activities. The most effective results are achieved by combining several complementary mechanisms: a university-school partnership as a model of shared responsibility for training outcomes, supervision, and assessment of professional readiness; managed rehearsal formats (approximate models of pedagogical activity), which ensure the step-by-step development of pedagogical actions in a simulated environment; mentoring and supervision as systemic mechanisms for the development of pedagogical subject knowledge and the ability to didactically transform chemical content; research-oriented laboratory courses as a professional simulator in which the experiment is considered both as an object of scientific analysis and as a didactically designed educational activity; digital tools for reflection and simulation (portfolios, video reflection, mixed reality) that enhance the evidence-based nature and manageability of professional growth. The integration of these practices creates a comprehensive model of practice-oriented training for future chemistry teachers. The adaptation of these approaches to the training of chemistry teachers in domestic higher education institutions is seen as a resource for improving the quality of professional training and reducing the gap between academic education and the real demands of school practice.

Learning chemistry about hydrocarbon compounds presents significant challenges for teachers, as many of the concepts taught are abstract, involve many ideas that need to be memorized, and are imaginative. The problem faced by students is the limitation in visualizing the form of hydrocarbon compounds, so it is necessary to develop media to train their visual intelligence. This was revealed from interviews with chemistry teachers at high schools in Surabaya and a pre research survey of eleventh grade students, which showed that visual intelligence related to hydrocarbons is still relatively low, with an average ability of only 44 percent. One media that is suitable for the characteristics of learning in the 21st century is interactive video. Based on the things that have been explained, this research developed interactive video media that integrates visual intelligence training on hydrocarbon compounds, with the aim of describing the feasibility of the developed media. The research and development (R&D) method used was a 4D model, but was limited to 3 development stages. A limited trial was conducted involving 20 eleventh grade students. The average visual intelligence score increased from 48 in the pretest to 88 in the posttest. The Wilcoxon Signed Rank test showed a significance value of 0.000 with an effect size (r = 0.89), indicating a significant improvement. Therefore, the developed interactive video media, which combines molecular visualization and provides direct feedback, can effectively support the visual process in understanding abstract chemical concepts.

Reframing chemistry education in the age of automation and AI.

Understanding chemistry effectively involves constructing coherent mental models that connect the macroscopic, submicroscopic, and symbolic levels and using these representations in a coordinated manner to explain scientific phenomena. This study constructed and validated a triplet-representation-based instrument for assessing students’ mental models of chemical bonding. Using an instrument development design, the study involved construct formulation, item development, expert content validation, and a limited trial. The instrument comprised eight open-ended essay items, each with three sub-questions targeting the macroscopic, submicroscopic, and symbolic levels. Data were analyzed using the item content validity index (I-CVI), intraclass correlation coefficient (ICC), Pearson correlation, Cronbach’s alpha, and item difficulty and discrimination analyses. The instrument achieved expert validation with a I-CVI values ranged from 0.80 to 1.00 and very high inter-rater reliability among three independent raters (ICC = 0.997). All eight items demonstrated acceptable empirical validity, with item-total correlation coefficients ranging from 0.466 to 0.805, and the instrument showed high reliability (α = 0.844). The items also exhibited appropriate difficulty and discrimination characteristics, confirming their suitability for diagnostic assessment. Students’ responses were predominantly categorized as synthetic mental models, suggesting partially developed but not yet fully integrated understanding across representational levels. Overall, the instrument demonstrated robust validity, reliability, and diagnostic potential for identifying variations in students’ mental models and representational weaknesses in chemical bonding. This study contributes a conceptually grounded and empirically supported instrument for assessing mental models in chemistry education

This study is a bibliometric research aimed at discussing the development of research on Ethno-Project-Based Learning (Ethno-PjBL) in chemistry education from 2017 to 2024. This study utilised the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach with data extracted from Google Scholar using the Publish or Perish (PoP) software. A total of 23 relevant articles were analysed using VOSviewer to identify the highest number of publications, authors with the most publications, research trends, and opportunities for further research. The results of the study indicate that interest in Ethno-PjBL research during 2017 to 2024 showed stable but limited growth, as it experienced both increases and decreases. The highest number of publications occurred in 2021 and 2024, with five publications each. The author with the most publications was Sudarmin from Semarang State University with 7 documents. Ethno-PjBL research focused on several themes, such as ethnochemistry, ethno-STEM, creative thinking skills, development, and teaching materials. The visualisation results show that Ethno-PjBL research focuses on the integration of local culture in project-based chemistry learning. Meanwhile, new topics such as "natural products" and "Ethno-STEM approach" have great potential for further research.

Background-Science, Technology, Engineering, and Mathematics (STEM) education has become a key approach in 21st-century learning due to its role in enhancing higher-order thinking skills and interdisciplinary problem-solving abilities. Objectives-This study aims to systematically map the development and research directions of STEM education in the field of chemistry. Method-A bibliometric analysis integrated with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was employed to ensure a transparent and structured article selection process, including identification, screening, eligibility, and inclusion stages. Data were collected from the Scopus database using the keywords “STEM Education” and “Chemistry,” resulting in 132 articles that met the inclusion criteria. The data were analyzed using VOSviewer, Microsoft Excel, and Publish or Perish (PoP) to examine publication trends, international collaboration networks, author productivity, and dominant research themes. Results-The results indicate a significant increase in publications since 2016, with a peak in 2024, reflecting growing global interest in STEM-based chemistry education. The dominant research themes include active learning, systems thinking, virtual learning, and project-based learning, indicating a shift from content-oriented teaching toward the development of scientific and creative competencies. In addition, international collaboration highlights the central role of the United States, Malaysia, and Germany, while contributions from Indonesia and Southeast Asia continue to grow. Conclusion-This study demonstrates that STEM education in chemistry has evolved into a dynamic and globally connected research field. The findings provide strategic insights for future research development, educational policy formulation, and the strengthening of international collaboration in STEM-based chemistry education.

ABSTRACT As the heart of teacher professional development, pedagogical content knowledge (PCK) represents a unique knowledge system that distinguishes teachers from subject matter experts. However, whether PCK is tranformative or integrative, as well as the relationship between PCK and subject matter knowledge (SMK) is still under debate. Besides, regardless of the framework (i.e. transformative versus integrative framework) adopted, most of the previous studies were qualitative in nature and often involved a small group of participants. Furthermore, little large-scale quantitative research has been conducted to test and/or compare the two frameworks. To address these gaps, this study aimed to develop a PCK scale and test the transformative and integrative frameworks that deal with the components of PCK among 352 in-service chemistry teachers. The PCK scale showed satisfactory convergent validity, discriminant validity, factorial validity, and predictive validity. Furthermore, the data collected supported both PCK frameworks, suggesting that SMK can be seen as both a component of PCK, and an important contributor to the development of PCK. Relevant implications are also discussed.

Had every scientist embraced arts and design studies, the world would be more beautiful than it is now, and had all artists learned different sciences, there would have been more scientific innovation and creation. We would give our eyeteeth for an art-science Collaboration as the pedagogy of the 21st century. The incorporation of art and design into STEM education has led to the widespread use of the acronym (STEAM) in educational discussions. Therefore, this paper intends to evaluate the impact of collaborating art and design with Chemistry teaching on secondary student Creativity and engagement in Ugandan schools, demonstrating to educators, policymakers, Curriculum developers, and the public the benefits of Collaboration as a pedagogy to enrich the learners within the 21st century. A participatory demonstration with learners from Immaculate Heart Girls' School, Nyakibale, along with intentional analysis and observation, was carried out in the areas of recycling, ceramics, and metal casting. The results show a need for interdisciplinary pedagogical approaches.

We are undertaking a long-term project to provide comprehensive visual, photographic and videographic supporting evidence for the concepts, reaction outcomes and reaction mechanisms covered in core Organic Chemistry courses. The brilliant colors and chelating ability of porphyrins make them valuable teaching tools for these courses. Four demonstrations that illustrate their pedagogical value are presented. In all cases, the demonstration is ”layered,” meaning that it can be repeated and extended to reinforce later material within the course. In addition, each experiment is designed to meet one or more of the following criteria: A. It demonstrates a process of historical importance. B. It illustrates a process or concept that has real-world applications. C. It should have pedagogical value in other disciplines. Experiment 1 provides visual evidence for the existence of antibonding orbitals by using chlorophyll fluorescence. It can later be used to introduce the concept of photosynthesis. Experiment 2 demonstrates porphyrin chelation as an example of a one-pot Brønsted acid-base and Lewis acid-base reaction. The visual impact of the experiment was maximized by using a divided U-tube. Experiment 3 extends Experiment 2 into a competitive metallation study that illustrates the distinction between kinetic and thermodynamic control. Experiment 4 demonstrates the existence of π-cation radicals. All four experiments can also be carried out as real-time demonstrations. These experiments clearly illustrate the pedagogical value of porphyrins as visual tools in the core Organic Chemistry curriculum.

The development of scientific competency and learning achievement is a key objective of chemistry education, particularly in addressing students’ difficulties in conceptual understanding and problem solving. This study aimed to investigate the effects of integrating the 7E Learning Cycle and the KWDL technique on students’ scientific competency and learning achievement in chemistry, as well as their satisfaction with the instructional approach. The research employed a one-group pretest–posttest experimental design. The participants were 38 Grade 10 students from a public secondary school in Thailand, selected using cluster random sampling. The research instruments included an integrated 7E–KWDL learning management plan, a scientific competency test, a learning achievement test on the topic of solutions, and a student satisfaction questionnaire. The data were analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and paired-samples t-tests. The results showed that students’ scientific competency significantly increased from pretest (M = 16.04) to posttest (M = 23.82), Z = 5.39, p < .001. Learning achievement also improved significantly from pretest (M = 14.97) to posttest (M = 25.08), t(37) = 49.09, p < .001, and posttest scores exceeded the 70% achievement criterion. In addition, students reported a high level of satisfaction with the integrated instructional approach (M = 4.62). This study contributes empirical evidence that integrating inquiry-based learning with metacognitive problem-solving strategies can effectively enhance competency-based learning in secondary chemistry education.