The LUNTIAN Project: Strengthening Collaboration and Sustainability Mindset in the Academic Community through Green Chemistry Integration
-
Joevi Jhun A. Idul [1] ; Angelo Mark P. Walag [2] ; Quenie Mariel I. Jaculbe [1] ; Nuela S. Lucine [1] ; Mildred D. Canama [1] ; Marites P. Suico [1] ; Michelle D. Galve [1] ; Catherine L. Sayson [1] ; Kesley Zoe D. Santiago [1]
-
[1] Republic of the Philippines Department of Education, Philippines
-
[2] University of Science and Technology of Southern Philippines, Philippines
-
- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 102, Nº 5, 2025, págs. 1918-1932
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
Integrating green chemistry (GC) into the classroom is a crucial step toward building a sustainable future. Through this, the classroom becomes an avenue to tackle environmental issues, foster collaboration, and link theoretical aspects to real-world applications such as sustainability. While GC is realized into many higher education institutions, there is a gap in its inclusion in the secondary curriculum. Notably, a significant percentage of high school science teachers are not knowledgeable enough to deliver these concepts into the classroom. To address these deficiencies, this study designed and implemented a teacher-training program called “The Luntian Project” to introduce GC principles and explore ways on how to deliver GC concepts by incorporating these to chemistry learning materials. Through a phenomenological research, this study described the experiences of both teachers and learners on the implementation of the project and how it positively influenced their perceptions toward sustainability. Findings revealed that the positive experiences of the teachers brought about by the project paved the way for positive outcomes for their learners. Through collaborative participation, both teachers and learners displayed a deeper understanding of GC and its role in promoting environmental sustainability. The project did not fail to underscore that teachers are not only conveyors of knowledge but also exemplars of responsible environmental stewardship among their learners and fellow educators. Consequently, the learners further realized their potential to make a positive impact on the environment through education, research, innovation, and involvement in sustainability initiatives.
