Chemistry teachers’ perspectives and understanding in integrating sustainability into teaching: the case of Chile

Citation

Quiroz-Martinez D (2024) Chemistry teachers’ perspectives and understanding in integrating sustainability into teaching: the case of Chile. Environmental Education Research, 30 (3), pp. 432-449. https://doi.org/10.1080/13504622.2023.2193688

Abstract
Sustainability issues are a problem in Chile because of the policies of the present and previous governments. Chile has a neo-liberal model for development and many ecological problems, which involve social and environmental injustices and an overvalue of economic growth for development. Building on the three pillars model of sustainability of interconnections among the environment, society and economy, this research aims to find out how Chilean chemistry teachers understand sustainability and its integration into teaching chemistry. Data was collected through in-depth interviews with ten teachers and an attempt to highlight teachers’ voices about what is possible to do and the impacts of connecting chemistry education and sustainability in the context of a country with a free-market approach to development, such as Chile. Findings indicate that teachers focus on using resources and environmental protection when explaining sustainability and do not relate it to political and economic implications. Teachers confirmed that sustainability integration into education promotes paramount values for living in society and foundational skills for citizenship education, such as critical thinking skills. Nevertheless, teachers focused only on personal actions and attitudes toward sustainability.

Keywords
Education for sustainability; education for sustainable development; chemistry education

Journal
Environmental Education Research: Volume 30, Issue 3