Green shoots part 3: How to integrate sustainability and climate change into chemistry education
Summary of contents
In the third phase of our Green Shoots research, we sought insights from undergraduates, teachers and sector experts to inform our recommendations on how sustainability and climate change can be more effectively integrated into chemistry education. We found that while young people strongly value sustainability and climate change education and see chemistry as central to addressing these challenges, current chemistry curricula and assessments do not sufficiently emphasise or contextualise them.
Students often fail to recognise existing curriculum content as relevant to real‑world sustainability issues, and practical work rarely encourages consideration of environmental impacts. The report highlights the importance of embedding contemporary sustainability content throughout chemistry curricula, using local, national and global contexts to make learning meaningful, and adopting systems thinking to strengthen connections within chemistry and across disciplines.
The report makes eight recommendations for governments and exam boards, including updating curriculum content, integrating sustainability contexts into assessments, and embedding environmental evaluation into practical chemistry. It also advocates for greater use of microscale practicals to reduce waste and cost, alongside improved support and professional development for teachers. Together, these changes aim to equip young people with the skills, confidence and motivation to contribute to a greener economy and more sustainable future.