91ÌÒÉ«

Colleagues from the Centre for Chemistry Education at 91ÌÒÉ« have published a two-part series on Times Higher Education Campus exploring practical ways to integrate green chemistry into already full undergraduate curricula.

Written by , , and , the articles offer a timely contribution to discussions about how chemistry education can better prepare students to address global sustainability challenges.

The two articles draw on the authors’ experiences in curriculum design and teaching at 91ÌÒÉ« and provide practical, adaptable approaches for educators who want to help students connect chemistry with environmental, social and health impacts. This aligns with one of the Centre's themes of Sustainability.

Part 1: Building sustainability into existing teaching

In the first article, Practical ways to embed green chemistry into a packed curriculum, part 1, the authors show how small, intentional changes to existing teaching can help students understand the wider consequences of chemical products and processes. Strategies include using case studies, contextual examples and reflective discussion to make sustainability a visible and meaningful part of core chemistry teaching.

Part 2: Developing responsible scientists

The second article, Practical ways to embed green chemistry into a packed curriculum, part 2, focuses on how targeted teaching, skills-based projects and real-world contexts can support students to think critically about environmental and human impacts while developing as responsible scientists.

Together, the two articles demonstrate that embedding sustainability does not require wholesale curriculum redesign. Instead, educators can make purposeful adjustments that encourage students to consider the broader implications of their work and the role chemistry plays in creating a more sustainable future.

These publications reflect the Centre for Chemistry Education’s commitment to advancing evidence-informed, innovative and socially relevant approaches to chemistry teaching and learning.

Read the articles

We congratulate Agnieszka, Euan, Rebecca and Laura on sharing this important work with the global higher education community.