Biodiesel in the Lab: Integrating Green Chemistry and Climate Change Education to Foster Hope and Self-Efficacy

• Yujuan Liu ^[2] ; Morgan J. Gainer ^[1] ; Xisen Wang ^[2]
  1. [1] University of California, Santa Barbara

     University of California, Santa Barbara

     Estados Unidos

     
  2. [2] California State University, United States
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 103, Nº 1, 2026
• Idioma: inglés
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• Resumen

  • Climate change education plays a critical role in preparing students to understand and address global environmental challenges. This study investigates the impact of a green chemistry-based organic chemistry laboratory experiment (focused on ultrasonic-assisted biodiesel synthesis) on undergraduate students’ green chemistry understanding and climate change hope and self-efficacy. Participants engaged in the synthesis and analysis of biodiesel, integrating core concepts of green chemistry with real-world environmental relevance. Quantitative data from pre- and postsurveys showed good internal structure validity and internal consistency reliability in the research context. Correlational analysis demonstrated strong positive relationships among these constructs, particularly after the experiment, suggesting the importance of integrating cognitive and affective learning outcomes in climate change education. The quantitative results revealed significant improvements in students’ understanding of green chemistry principles, their hope (Personal- and Collective-Sphere Willpower and Waypower, PW and CW, respectively), and their self-efficacy toward climate change. Qualitative reflections further illustrated students’ increased awareness and confidence in contributing to climate solutions. Gender-based analysis revealed that female students scored significantly higher on PW than male students after the biodiesel experiment, while the gender difference in Lack of Willpower and Waypower (LW) was eliminated following the experiment. These results suggest that the biodiesel project not only fostered more positive hope among students but also helped reduce gender disparities in hope-related outcomes. The findings from the study highlight the value of experiential, sustainability-focused chemistry education in fostering both cognitive learning and affective engagement with environmental issues, emphasizing the role of green chemistry as a transformative approach in climate change education.