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Journals / Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi / 2026 / Cilt: 11 Sayı: 2

Chemistry for Sustainable Development: Assessing the Perception of Some High School Teachers in Lesotho of the Green Chemistry Concept

Sürdürülebilir Kalkınma için Kimya: Lesotho'daki Bazı Kimya Öğretmenlerinin Yeşil Kimya Kavramına İlişkin Algılarının Değerlendirilmesi

Mosotho George(National University of Lesotho)0000-0003-3217-5641
Litlhare E. Mphanya
Pages
141–166
Publication Date
2026-09-28
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The study highlights the need for explicit curriculum integration and targeted professional teacher development and stakeholder collaboration to support effective curriculum implementation, aligning Lesotho’s education with global sustainability goals that the country has ratified.

📌 3 Key Takeaways

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Objective & Hypothesis:In the context of global sustainability challenges, green chemistry offers a critical framework for promoting environmentally responsible science education.
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Key Findings & Data:Using a semi qualitative questionnaire distributed through the association of mathematics and science teachers, responses from 35 teachers revealed that most teachers (78%) encountered green chemistry informally and demonstrated basic understanding – primarily associated with less hazardous chemical use (57%) and pollution-related ideas (20%).
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Conclusion & Impact:The study highlights the need for explicit curriculum integration and targeted professional teacher development and stakeholder collaboration to support effective curriculum implementation, aligning Lesotho’s education with global sustainability goals that the country has ratified.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:kimya öğretmenleri · program entegrasyonu · yeşil kimya

Abstract

In the context of global sustainability challenges, green chemistry offers a critical framework for promoting environmentally responsible science education. This study investigates the perceptions of high school chemistry teachers in Lesotho regarding green chemistry and its integration into the Lesotho General Certificate of Secondary Education (LGCSE) curriculum, as well as their readiness to teach it. Using a semi qualitative questionnaire distributed through the association of mathematics and science teachers, responses from 35 teachers revealed that most teachers (78%) encountered green chemistry informally and demonstrated basic understanding – primarily associated with less hazardous chemical use (57%) and pollution-related ideas (20%). However, many were unable to explicitly identify green chemistry principles within the existing curriculum, despite claiming familiarity with it. Teachers majority strongly supported explicit inclusion of green chemistry (77%), recognizing its relevance to sustainability issues. However, though 86% expressed confidence in teaching it, an equally high proportion expressed the need for further training. These findings suggest that teachers’ understanding of green chemistry is implicit rather than formally structured. The study highlights the need for explicit curriculum integration and targeted professional teacher development and stakeholder collaboration to support effective curriculum implementation, aligning Lesotho’s education with global sustainability goals that the country has ratified.

Özet

Küresel sürdürülebilirlik sorunları bağlamında, yeşil kimya, çevreye duyarlı bilim eğitimini teşvik etmek için kritik bir çerçeve sunmaktadır. Bu çalışma, Lesotho'daki lise kimya öğretmenlerinin yeşil kimya ve bunun Lesotho Genel Ortaöğretim Sertifikası (LGCSE) müfredatına entegrasyonu hakkındaki algılarını ve bunu öğretmeye hazır olma durumlarını araştırmaktadır. Matematik ve fen bilimleri öğretmenleri derneği aracılığıyla dağıtılan yarı nitel bir anket kullanılarak, 35 öğretmenden alınan yanıtlar, öğretmenlerin çoğunun (%78) yeşil kimyayla gayri resmi olarak karşılaştığını ve temel bir anlayışa sahip olduğunu ortaya koymuştur – bu anlayış öncelikle daha az tehlikeli kimyasal kullanımı (%57) ve kirlilikle ilgili fikirlerle (%20) ilişkilidir. Bununla birlikte, birçoğu aşina olduklarını iddia etmelerine rağmen, mevcut müfredat içinde yeşil kimya ilkelerini açıkça tanımlayamamıştır. Öğretmenlerin çoğunluğu (%77), sürdürülebilirlik sorunlarıyla ilgili olduğunu kabul ederek, yeşil kimyanın açıkça dahil edilmesini güçlü bir şekilde desteklemiştir. Ancak, %86'sı bunu öğretme konusunda kendine güven duyduğunu ifade ederken, aynı oranda yüksek bir oran da daha fazla eğitime ihtiyaç duyduğunu belirtmiştir. Bu bulgular, öğretmenlerin yeşil kimya anlayışının resmi olarak yapılandırılmış olmaktan ziyade örtük olduğunu göstermektedir. Çalışma, Lesotho'nun eğitim sistemini ülkenin onayladığı küresel sürdürülebilirlik hedefleriyle uyumlu hale getirmek için, etkili müfredat uygulamasını desteklemek amacıyla açık müfredat entegrasyonuna, hedefli öğretmen mesleki gelişimine ve paydaş işbirliğine duyulan ihtiyacı vurgulamaktadır.

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Cite This Article

George, M., Mphanya, L. E., *, M. G. (2026). Chemistry for Sustainable Development: Assessing the Perception of Some High School Teachers in Lesotho of the Green Chemistry Concept. Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi, Cilt: 11 Sayı: 2, 141–166. https://doi.org/10.37995/jotcsc.1842998

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