Chemistry Teachers’ Perceptions of Sustainable Living and Sustainable Development: A Qualitative Study

Abstract

This study aims to examine in depth the views of chemistry teachers working in different provinces of Turkey regarding sustainable living and sustainable development. In the research, which adopted a case study design from qualitative research methods, semi-structured interviews were conducted with 20 chemistry teachers selected through maximum variation sampling; the obtained data were analyzed through content analysis. As a result of the analysis, seven main themes were identified: perception of sustainability, relationship with chemistry science, integration into curriculum, encountered challenges, preferred methods, support needs, and professional roles. The findings reveal that teachers predominantly address sustainability through its environmental dimension and position chemistry science at the center of sustainability; while they consider the integration of topics into the curriculum necessary, they encounter obstacles such as curriculum density, exam-oriented focus, and insufficient student interest. It was determined that teachers prefer digital content and active learning approaches, need in-service training and digital material support, and define their roles around creating awareness and being role models. Accordingly, it is recommended that sustainability education be expanded to encompass economic and social dimensions, and that teachers be supported through in-service training.