Is higher education curriculum prepare to support sustainable environmental chemistry learning?
Abstract
Global environmental challenges such as climate change, pollution, and ecosystem degradation require urgent responses, and education plays a strategic role in building environmental literacy. This study aimed to evaluate the readiness of higher education curricula in supporting sustainable learning in Environmental Chemistry courses and their alignment with the Sustainable Development Goals (SDGs). The research used a descriptive approach involving curriculum and lesson plan analysis, student surveys, and interviews with lecturers and program heads at a state university in Aceh Province, Indonesia. The findings show that while the curriculum includes relevant topics such as pollution and climate change, the integration of emerging issues and practical learning methods remains limited. Students demonstrated positive attitudes and awareness toward environmental sustainability, but their active involvement in practical actions was still low. Recommendations include the explicit integration of SDGs in course plans, diversification of teaching strategies through fieldwork and case studies, and fostering interdisciplinary collaboration. Overall, the study concludes that the curriculum provides a strong foundation but requires strategic improvements to enhance its relevance and impact. Aligning academic programs with global and local environmental challenges will enable higher education to prepare students as proactive agents of sustainable development.
References
Ajzen, I. (2020). The Theory of planned behavior. Organizational Behavior and Human Decision Processes, 2(4), 314–324. https://doi.org/10.1002/hbe2.195
Akhtar, P., Moazzam, M., Ashraf, A., & Khan, M. N. (2024). The interdisciplinary curriculum alignment to enhance graduates' employability and universities’ sustainability. The International Journal of Management Education, 22(3), 101037. https://doi.org/10.1016/j.ijme.2024.101037
Alas, D. K., & Kurthan, K. (2024). Exploring the Impact of Values Education on Sustainable Environmental Awareness and Behavior Among Eighth-Grade Students. Sustainability, 16(21), 9302. https://doi.org/10.3390/su16219302
Alfirević, N., Potočan, V., & Nedelko, Z. (2024). Roles of Personal Values and Information Technology Usage in Forming the University Students’ View of Environmental Sustainability: A Preliminary Regional Study of Economics and Business Students. Sustainability, 16(22), 9830. https://doi.org/10.3390/su16229830
Ali, H., & Khan, E. (2017). Environmental chemistry in the twenty-first century. Environmental Chemistry Letters, 15(2), 329–346. https://doi.org/10.1007/s10311-016-0601-3
Araripe, E., & Zeidler, V. G. Z. (2024). Advancing sustainable chemistry education: Insights from real-world case studies. Current Research in Green and Sustainable Chemistry, 9, 100436. https://doi.org/10.1016/j.crgsc.2024.100436
Araújo, J. L., Morais, C., & Paiva, J. C. (2023). Students’ attitudes towards the environment and marine litter in the context of a coastal water quality educational citizen science project. Australian Journal of Environmental Education, 39(4), 522-535. https://doi.org/10.1017/aee.2023.14
Ardoin, N. M., Bowers, A. W., & Wheaton, M. (2023). Leveraging collective action and environmental literacy to address complex sustainability challenges. Ambio, 52(1), 30-44. https://doi.org/10.1007/s13280-022-01764-6
Awewomom, J., Dzeble, F., Takyi, Y. D., Ashie, W. B., Ettey, E. N. Y. O., Afua, P. E., Sackey, L. A., Opoku, F., & Akot, O. (2024). Addressing global environmental pollution using environmental control techniques: a focus on environmental policy and preventive environmental management. Discover Environment, 2(1), 8. https://doi.org/10.1007/s44274-024-00033-5
Behmanesh, D., Jalilian, S., Heydarabadi, A. B., Ahmadi, M., & Khajeali, N. (2025). The impact of hidden curriculum factors on professional adaptability. BMC medical education, 25(1), 186. https://doi.org/10.1186/s12909-024-06618-1
Bergman, B. G. (2016). Assessing impacts of locally designed environmental education projects on students’ environmental attitudes, awareness, and intention to act. Environmental Education Research, 22(4), 480–503. https://doi.org/10.1080/13504622.2014.999225
Bhat, R. (2023). The impact of technology integration on student learning outcomes: A comparative study. International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET), 2, 592–596.
Børte, K., & Lillejord, S. (2024). Learning to teach: Aligning pedagogy and technology in a learning design tool. Teaching and Teacher Education, 148, 104693. https://doi.org/10.1016/j.tate.2024.104693
Brooks, C., Burton, R., Van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Salinas, J. G. (2024, August). “It actually helped”: students’ perceptions of feedback helpfulness prior to and following a teacher professional learning intervention. In Frontiers in Education (Vol. 9, p. 1433184). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1433184
Burgos-Espinoza, I. I., García-Alcaraz, J. L., Gil-López, A. J., & Díaz-Reza, J. R. (2024). Effect of environmental knowledge on pro-environmental attitudes and behaviors: a comparative analysis between engineering students and professionals in Ciudad Juárez (Mexico). Journal of Environmental Studies and Sciences, 1–15. https://doi.org/10.1007/s13412-024-00991-5
Çalik, M., & Wiyarsi, A. (2024). The effect of socio-scientific issues-based intervention studies on scientific literacy: a meta-analysis study. International Journal of Science Education, 47(3), 399–421. https://doi.org/10.1080/09500693.2024.2325382
Chang, L. (1994). A psychometric evaluation of 4-point and 6-point Likert-type scales in relation to reliability and validity. Applied Psychological Measurement, 18(3), 205–215. https://doi.org/10.1177/014662169401800302
Cherdymova, E., Ukolova, L. I., Gribkova, O. V, Kabkova, E. P., Tararina, L. I., Kurbanov, R. A., Belyalova, A. M., & Kudrinskaya, I. V. (2018). Projective Techniques for Student Environmental Attitudes Study. Ekoloji Dergisi, 106, 541–546.
Coelho, F., Pereira, M. C., Cruz, L., Simões, P., & Barata, E. (2017). Affect and the adoption of pro-environmental behaviour: A structural model. Journal of Environmental Psychology, 54, 127-138. https://doi.org/10.1016/j.jenvp.2017.10.008
Concina, E., & Frate, S. (2023). Assessing university students’ beliefs and attitudes towards sustainability and sustainable development: A systematic review. Trends in Higher Education, 2(4), 705-717. https://doi.org/10.3390/higheredu2040041
Cronan, C. S. (2023). Atmospheric Influences, Global Warming, and Climate Change. Ecology and Ecosystems Analysis, 223–240. https://doi.org/10.1007/978-3-031-45259-8_14
Czaja, R. F., Blair, J., & Blair, E. A. (2014). Designing surveys. Sage publications.
David, J. O. (2025, May). Redefining assessment for sustainability: a reflective approach to curriculum transformation in environmental education. In Frontiers in Education (Vol. 10, p. 1553999). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1553999
Dwiputra, D. F. K., Azzahra, W., & Heryanto, F. N. (2023). A Systematic Literature Review on Enhancing the Success of Independent Curriculum through Brain-Based Learning Innovation Implementation. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(3), 262–276. https://doi.org/10.23917/ijolae.v5i3.22318
Fang, W.-T., Hassan, A., & LePage, B. A. (2023). The living environmental education: Sound science toward a cleaner, safer, and healthier future. Springer Nature.
Ferns, S. J., Zegwaard, K. E., Pretti, T. J., & Rowe, A. D. (2024). Defining and designing work-integrated learning curriculum. Higher Education Research & Development, 44(2), 371–385. https://doi.org/10.1080/07294360.2024.2399072
Farmer, D. K., & Prather, K. A. (2020). A Chemical Perspective on Climate: Emerging Research into Atmospheric Chemistry Impacts on Earth’s Radiative Balance. Accounts of Chemical Research, 53(11), 2496–2497. https://doi.org/pubs.acs.org/10.1021/acs.accounts.0c00577
Gifford, R. (2011). Psychological barriers that limit climate change mitigation and adaptation: The dragons of inaction. American Psychologist, 66(4), 290-302.
Groves, R. M., Jr, F. J. F., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2011). Survey methodology. John Wiley & Sons.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Hays, J., & Reinders, H. (2020). Sustainable learning and education: A curriculum for the future. International Review of Education, 66(1), 29–52. https://doi.org/10.1007/s11159-020-09820-7
Hungerford, Harold, & Volk, T. (1990). Changing learner behavior through environmental education. Journal of Environmental Education, 21(3), 8–21. https://doi.org/10.1080/00958964.1990.10753716
Hungerford, HR, Litherland, R., Peyton, R., Ramsey, J., & Volk, T. (1990). Investigating and evaluating environ- mental issues and actions: skill development program. Stipes Publishing, Champaign.
Hungerford, HR, & Tomera, A. (1985). Science methods for the elementary school. Stipes Publishing, Champaign.
Husamah, H., Suwono, H., Nur, H., & Dharmawan, A. (2022). Environmental Education Research in Indonesian Scopus Indexed Journal: A Systematic Literature Review. Journal of Biological Education Indonesia, 8(2), 105–120. https://doi.org/10.22219/jpbi.v8i2.21041
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2, 449–473. https://doi.org/10.1007/s40692-015-0043-0
Idsardi, R. (2020). Evidence-based practices for the active learning classroom. Active Learning in College Science: The Case for Evidence-Based Practice, 13–25. https://doi.org/10.1007/978-3-030-33600-4_2
Jonnaert, P., & Therriault, G. (2013). Curricula and curricular analysis: Some pointers for a debate. Prospects, 43, 397–417. https://doi.org/10.1007/s11125-013-9285-7
Khatibi, F. S., Dedekorkut-Howes, A., Howes, M., & Torabi, E. (2021). Can public awareness, knowledge and e ngagement improve climate change adaptation policies? Discover Sustainability, 2, 1–24. https://doi.org/10.1007/s43621-021-00024-z
Kirby, C. K., & Zwickle, A. (2021). Sustainability behaviors, attitudes, and knowledge: Comparing university students and the general public. Journal of Environmental Studies and Sciences, 11(4), 639–647. https://doi.org/10.1007/s13412-021-00717-x
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behaviour? Environmental Education Research, 8(3), 239-260.
Kurniawan, R., Purwanto, A., & Sumargo, B. (2025). Feedback on student learning outcomes from web-based multimedia content to enhance environmental consciousness regarding air pollution in Jakarta. Journal of Applied Research in Higher Education, 1-20. https://doi.org/10.1108/JARHE-11-2024-0612
Law, V. T. (2019). Intergenerational and sustainable development. Encyclopedia of Sustainability in Higher Education, 1006–1013. https://doi.org/10.1007/978-3-030-11352-0_89
Leimbach, T., Kent, J., & Walker, J. (2022). The affective dimension of crisis subjects: Teaching environmental communication through intersecting crisis. Australian Journal of Adult Learning, 63(2), 325–351. https://doi.org/10.3316/informit.833950226573914
Liang, S.-W., Fang, W.-T., Yeh, S.-C., Liu, S.-Y., Tsai, H.-M., Chou, J.-Y., & Ng, E. (2018). A nationwide survey evaluating the environmental literacy of undergraduate students in Taiwan. Sustainability, 10(6), 1730. https://doi.org/10.3390/su10061730
Liu, S.-Y., Yeh, S.-C., Liang, S.-W., Fang, W.-T., & Tsai, H.-M. (2015). A national investigation of teachers’ environmental literacy as a reference for promoting environmental education in Taiwan. The Journal of Environmental Education, 46(2), 114–132. https://doi.org/10.1080/00958964.2014.999742
Lovren, V. O., & Jablanovic, M. M. (2023). Bridging the gap: The affective dimension of learning outcomes in environmental primary and secondary education. Sustainability, 15(8), 6370. https://doi.org/10.3390/su15086370
Lu, F., Du, S., Mehmood, K., & Hakeem, M. M. (2025). Steering Sustainability: The Interplay of CEO Imprints, Organizational Performance, and Government Policies in Green Innovation. Sustainability, 17(3), 1234. https://doi.org/10.3390/su17031234
McCauley, D., Quintavalla, A., Prifti, K., Binder, C., Broddén, F., & Brink, H. van den. (2024). Sustainability justice: a systematic review of emergent trends and themes. Sustainability Science, 1–15. https://doi.org/10.1007/s11625-024-01565-8
Mellyzar, M., Herizal, H., & Novita, N. (2022). Pre-service teachers’ belief to achieve scientific literacy. AIP Conference Proceedings (Vol. 2468, No. 1). https://doi.org/10.1063/5.0102446
Mellyzar, M., Marhami, M., Alvina, S., & Retnowulan, S. R. (2025). Mapping Global Research on Sustainability and SDGs in Chemistry Higher Education. EduMatSains: Jurnal Pendidikan, Matematika dan Sains, 10(1), 14-43. https://doi.org/10.33541/edumatsains.v10i1.7158
Mellyzar, M., Nahadi, N., Sriyati, S., & Hernani, H. (2025). Evaluation of the Environmental Chemistry Course Using the CIPP Model: Integrating SDGs and Enhancing Students' Environmental Literacy. Jurnal Pendidikan Matematika dan Sains, 13(1), 47-64. https://doi.org/10.21831/jpms.v13i1.81825
Miller, L. B., Rice, R. E., Gustafson, A., & Goldberg, M. H. (2022). Relationships among environmental attitudes, environmental efficacy, and pro-environmental behaviors across and within 11 countries. Environment and Behavior, 54(7-8), 1063-1096. https://doi.org/10.1177/0013916522113100
Muhammad, N. (2020). Improving Students’ Environmental Awareness Using 3R Principles. Universal Journal of Educational Research, 8(11B), 6146–6151. https://doi.org/10.13189/ujer.2020.082251
Mulyani, A., Indriyanti, D. R., & Madnasri, S. (2023). Research trend of 21st century skills in science education through bibliometrics. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 11(4), 897–916. https://doi.org/10.24815/jpsi.v11i4.32527
Nakamura, A., Kasai, H., Asahina, M., Kamata, Y., Shikino, K., Shimizu, I., ... & Ito, S. (2024). Impact of group work on the hidden curriculum that induces students’ unprofessional behavior toward faculty. BMC Medical Education, 24(1), 770. https://doi.org/10.1186/s12909-024-05713-7
Nhleko, N. M., Aroba, O. J., & Chisita, C. T. (2024). A systematic review of information and communication technologies (ICTs) on student motivation: researchers’ reflections on a selected higher education institution (HEIs). Global Knowledge, Memory and Communication. https://doi.org/10.1108/GKMC-03-2024-0129
Peachey, B., & Maeda, N. (2024). Challenging the Chemistry of Climate Change. Chemistry, 6, 1439–1448. https://doi.org/10.3390/chemistry6060086
Prajapati, S., & Pandya, C. (2024). ESPR chronicles: unveiling environmental and pollution science trends across time. Discover Environment, 2(1), 59. https://doi.org/10.1007/s44274-024-00083-9
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Ribeiro-Silva, E., Amorim, C., Aparicio-Herguedas, J. L., & Batista, P. (2022). Trends of active learning in higher education and students’ well-being: A literature review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.844236
Šebej, P., & Urík, J. (2024). Evolution of environmental chemistry study program curricula in tertiary education: a case study and general implications. Environmental Science and Pollution Research, 1-6. https://doi.org/10.1007/s11356-024-33756-2
Schultz, P. W. (2001). The structure of environmental concern: Concern for self, other people, and the biosphere. Journal of Environmental Psychology, 21(4), 327–339. https://doi.org/10.1006/jevp.2001.0227
Sillanpää, M. E. T. (2020). Grand Challenges in Environmental Chemistry. Frontiers in Environmental Chemistry, 1. https://doi.org/10.3389/fenvc.2020.00001
Stapp, W. B. (1969). The concept of environmental education. Environmental Education, 1(1), 30–31. https://doi.org/10.1080/00139254.1969.10801479
Strömbäck, C., Andersson, P. A., Asutay, E., Karlsson-Larsson, H., & Västfjäll, D. (2025). Positive anticipated affective reactions increase pro-environmental behavior. iScience, 28(5). https://doi.org/10.17632/847bvc7g38.1
Tezcan-Unal, B., Jones, W., & Littlewood, S. (2019). Curriculum review: Analysis through a learning organization lens. Innovative Higher Education, 44(5), 399–415. https://doi.org/10.1007/s10755-019-09472-y
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
Tindowen, D. J. C., Bassig, J. M., & Cagurangan, J.-A. (2017). Twenty-first-century skills of alternative learning system learners. Sage Open, 7(3), 1–8. https://doi.org/10.1177/2158244017726116
Wijngaards-de Meij, L., & Merx, S. (2018). Improving curriculum alignment and achieving learning goals by making the curriculum visible. International Journal for Academic Development, 23(3), 219–231. https://doi.org/10.1080/1360144X.2018.1462187
Wulandari, I. A. I., Muhdhar, M. H. I. A., Mardiyanti, L., Triani, L., & Purwanti, W. C. (2021, March). The relationship between knowledge and attitude towards students’ behaviour in environmental literacy. In AIP Conference Proceedings (Vol. 2330, No. 1, p. 030007). AIP Publishing LLC. https://doi.org/10.1063/5.0043110
Xie, Y., Zheng, Y., & Yang, Y. (2023). The relationship between students’ awareness of environmental issues and attitudes toward science and epistemological beliefs—Moderating Effect of informal science activities. Research in Science Education, 53(6), 1185–1201. https://doi.org/10.1007/s11165-023-10126-5
Yalçınkaya, E., & Çetin, O. (2018). An investigation of secondary school students’ environmental attitudes and opinions about environmental education (EE). Review of International Geographical Education Online, 8(1), 125–148.
Zelezny, L. C. (1999). Educational interventions that improve environmental behaviors: A meta-analysis. The Journal of Environmental Education, 31(1), 5–14. https://doi.org/10.1080/00958969909598627
Zhou, L., Zhou, Y., de Vries, W. T., Liu, Z., & Sun, H. (2024). Collective action dilemmas of sustainable natural resource management: A case study on land marketization in rural China. Journal of Cleaner Production, 439, 140872. https://doi.org/10.1016/j.jclepro.2024.140872
Akhtar, P., Moazzam, M., Ashraf, A., & Khan, M. N. (2024). The interdisciplinary curriculum alignment to enhance graduates' employability and universities’ sustainability. The International Journal of Management Education, 22(3), 101037. https://doi.org/10.1016/j.ijme.2024.101037
Alas, D. K., & Kurthan, K. (2024). Exploring the Impact of Values Education on Sustainable Environmental Awareness and Behavior Among Eighth-Grade Students. Sustainability, 16(21), 9302. https://doi.org/10.3390/su16219302
Alfirević, N., Potočan, V., & Nedelko, Z. (2024). Roles of Personal Values and Information Technology Usage in Forming the University Students’ View of Environmental Sustainability: A Preliminary Regional Study of Economics and Business Students. Sustainability, 16(22), 9830. https://doi.org/10.3390/su16229830
Ali, H., & Khan, E. (2017). Environmental chemistry in the twenty-first century. Environmental Chemistry Letters, 15(2), 329–346. https://doi.org/10.1007/s10311-016-0601-3
Araripe, E., & Zeidler, V. G. Z. (2024). Advancing sustainable chemistry education: Insights from real-world case studies. Current Research in Green and Sustainable Chemistry, 9, 100436. https://doi.org/10.1016/j.crgsc.2024.100436
Araújo, J. L., Morais, C., & Paiva, J. C. (2023). Students’ attitudes towards the environment and marine litter in the context of a coastal water quality educational citizen science project. Australian Journal of Environmental Education, 39(4), 522-535. https://doi.org/10.1017/aee.2023.14
Ardoin, N. M., Bowers, A. W., & Wheaton, M. (2023). Leveraging collective action and environmental literacy to address complex sustainability challenges. Ambio, 52(1), 30-44. https://doi.org/10.1007/s13280-022-01764-6
Awewomom, J., Dzeble, F., Takyi, Y. D., Ashie, W. B., Ettey, E. N. Y. O., Afua, P. E., Sackey, L. A., Opoku, F., & Akot, O. (2024). Addressing global environmental pollution using environmental control techniques: a focus on environmental policy and preventive environmental management. Discover Environment, 2(1), 8. https://doi.org/10.1007/s44274-024-00033-5
Behmanesh, D., Jalilian, S., Heydarabadi, A. B., Ahmadi, M., & Khajeali, N. (2025). The impact of hidden curriculum factors on professional adaptability. BMC medical education, 25(1), 186. https://doi.org/10.1186/s12909-024-06618-1
Bergman, B. G. (2016). Assessing impacts of locally designed environmental education projects on students’ environmental attitudes, awareness, and intention to act. Environmental Education Research, 22(4), 480–503. https://doi.org/10.1080/13504622.2014.999225
Bhat, R. (2023). The impact of technology integration on student learning outcomes: A comparative study. International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET), 2, 592–596.
Børte, K., & Lillejord, S. (2024). Learning to teach: Aligning pedagogy and technology in a learning design tool. Teaching and Teacher Education, 148, 104693. https://doi.org/10.1016/j.tate.2024.104693
Brooks, C., Burton, R., Van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Salinas, J. G. (2024, August). “It actually helped”: students’ perceptions of feedback helpfulness prior to and following a teacher professional learning intervention. In Frontiers in Education (Vol. 9, p. 1433184). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1433184
Burgos-Espinoza, I. I., García-Alcaraz, J. L., Gil-López, A. J., & Díaz-Reza, J. R. (2024). Effect of environmental knowledge on pro-environmental attitudes and behaviors: a comparative analysis between engineering students and professionals in Ciudad Juárez (Mexico). Journal of Environmental Studies and Sciences, 1–15. https://doi.org/10.1007/s13412-024-00991-5
Çalik, M., & Wiyarsi, A. (2024). The effect of socio-scientific issues-based intervention studies on scientific literacy: a meta-analysis study. International Journal of Science Education, 47(3), 399–421. https://doi.org/10.1080/09500693.2024.2325382
Chang, L. (1994). A psychometric evaluation of 4-point and 6-point Likert-type scales in relation to reliability and validity. Applied Psychological Measurement, 18(3), 205–215. https://doi.org/10.1177/014662169401800302
Cherdymova, E., Ukolova, L. I., Gribkova, O. V, Kabkova, E. P., Tararina, L. I., Kurbanov, R. A., Belyalova, A. M., & Kudrinskaya, I. V. (2018). Projective Techniques for Student Environmental Attitudes Study. Ekoloji Dergisi, 106, 541–546.
Coelho, F., Pereira, M. C., Cruz, L., Simões, P., & Barata, E. (2017). Affect and the adoption of pro-environmental behaviour: A structural model. Journal of Environmental Psychology, 54, 127-138. https://doi.org/10.1016/j.jenvp.2017.10.008
Concina, E., & Frate, S. (2023). Assessing university students’ beliefs and attitudes towards sustainability and sustainable development: A systematic review. Trends in Higher Education, 2(4), 705-717. https://doi.org/10.3390/higheredu2040041
Cronan, C. S. (2023). Atmospheric Influences, Global Warming, and Climate Change. Ecology and Ecosystems Analysis, 223–240. https://doi.org/10.1007/978-3-031-45259-8_14
Czaja, R. F., Blair, J., & Blair, E. A. (2014). Designing surveys. Sage publications.
David, J. O. (2025, May). Redefining assessment for sustainability: a reflective approach to curriculum transformation in environmental education. In Frontiers in Education (Vol. 10, p. 1553999). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1553999
Dwiputra, D. F. K., Azzahra, W., & Heryanto, F. N. (2023). A Systematic Literature Review on Enhancing the Success of Independent Curriculum through Brain-Based Learning Innovation Implementation. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(3), 262–276. https://doi.org/10.23917/ijolae.v5i3.22318
Fang, W.-T., Hassan, A., & LePage, B. A. (2023). The living environmental education: Sound science toward a cleaner, safer, and healthier future. Springer Nature.
Ferns, S. J., Zegwaard, K. E., Pretti, T. J., & Rowe, A. D. (2024). Defining and designing work-integrated learning curriculum. Higher Education Research & Development, 44(2), 371–385. https://doi.org/10.1080/07294360.2024.2399072
Farmer, D. K., & Prather, K. A. (2020). A Chemical Perspective on Climate: Emerging Research into Atmospheric Chemistry Impacts on Earth’s Radiative Balance. Accounts of Chemical Research, 53(11), 2496–2497. https://doi.org/pubs.acs.org/10.1021/acs.accounts.0c00577
Gifford, R. (2011). Psychological barriers that limit climate change mitigation and adaptation: The dragons of inaction. American Psychologist, 66(4), 290-302.
Groves, R. M., Jr, F. J. F., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2011). Survey methodology. John Wiley & Sons.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Hays, J., & Reinders, H. (2020). Sustainable learning and education: A curriculum for the future. International Review of Education, 66(1), 29–52. https://doi.org/10.1007/s11159-020-09820-7
Hungerford, Harold, & Volk, T. (1990). Changing learner behavior through environmental education. Journal of Environmental Education, 21(3), 8–21. https://doi.org/10.1080/00958964.1990.10753716
Hungerford, HR, Litherland, R., Peyton, R., Ramsey, J., & Volk, T. (1990). Investigating and evaluating environ- mental issues and actions: skill development program. Stipes Publishing, Champaign.
Hungerford, HR, & Tomera, A. (1985). Science methods for the elementary school. Stipes Publishing, Champaign.
Husamah, H., Suwono, H., Nur, H., & Dharmawan, A. (2022). Environmental Education Research in Indonesian Scopus Indexed Journal: A Systematic Literature Review. Journal of Biological Education Indonesia, 8(2), 105–120. https://doi.org/10.22219/jpbi.v8i2.21041
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2, 449–473. https://doi.org/10.1007/s40692-015-0043-0
Idsardi, R. (2020). Evidence-based practices for the active learning classroom. Active Learning in College Science: The Case for Evidence-Based Practice, 13–25. https://doi.org/10.1007/978-3-030-33600-4_2
Jonnaert, P., & Therriault, G. (2013). Curricula and curricular analysis: Some pointers for a debate. Prospects, 43, 397–417. https://doi.org/10.1007/s11125-013-9285-7
Khatibi, F. S., Dedekorkut-Howes, A., Howes, M., & Torabi, E. (2021). Can public awareness, knowledge and e ngagement improve climate change adaptation policies? Discover Sustainability, 2, 1–24. https://doi.org/10.1007/s43621-021-00024-z
Kirby, C. K., & Zwickle, A. (2021). Sustainability behaviors, attitudes, and knowledge: Comparing university students and the general public. Journal of Environmental Studies and Sciences, 11(4), 639–647. https://doi.org/10.1007/s13412-021-00717-x
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behaviour? Environmental Education Research, 8(3), 239-260.
Kurniawan, R., Purwanto, A., & Sumargo, B. (2025). Feedback on student learning outcomes from web-based multimedia content to enhance environmental consciousness regarding air pollution in Jakarta. Journal of Applied Research in Higher Education, 1-20. https://doi.org/10.1108/JARHE-11-2024-0612
Law, V. T. (2019). Intergenerational and sustainable development. Encyclopedia of Sustainability in Higher Education, 1006–1013. https://doi.org/10.1007/978-3-030-11352-0_89
Leimbach, T., Kent, J., & Walker, J. (2022). The affective dimension of crisis subjects: Teaching environmental communication through intersecting crisis. Australian Journal of Adult Learning, 63(2), 325–351. https://doi.org/10.3316/informit.833950226573914
Liang, S.-W., Fang, W.-T., Yeh, S.-C., Liu, S.-Y., Tsai, H.-M., Chou, J.-Y., & Ng, E. (2018). A nationwide survey evaluating the environmental literacy of undergraduate students in Taiwan. Sustainability, 10(6), 1730. https://doi.org/10.3390/su10061730
Liu, S.-Y., Yeh, S.-C., Liang, S.-W., Fang, W.-T., & Tsai, H.-M. (2015). A national investigation of teachers’ environmental literacy as a reference for promoting environmental education in Taiwan. The Journal of Environmental Education, 46(2), 114–132. https://doi.org/10.1080/00958964.2014.999742
Lovren, V. O., & Jablanovic, M. M. (2023). Bridging the gap: The affective dimension of learning outcomes in environmental primary and secondary education. Sustainability, 15(8), 6370. https://doi.org/10.3390/su15086370
Lu, F., Du, S., Mehmood, K., & Hakeem, M. M. (2025). Steering Sustainability: The Interplay of CEO Imprints, Organizational Performance, and Government Policies in Green Innovation. Sustainability, 17(3), 1234. https://doi.org/10.3390/su17031234
McCauley, D., Quintavalla, A., Prifti, K., Binder, C., Broddén, F., & Brink, H. van den. (2024). Sustainability justice: a systematic review of emergent trends and themes. Sustainability Science, 1–15. https://doi.org/10.1007/s11625-024-01565-8
Mellyzar, M., Herizal, H., & Novita, N. (2022). Pre-service teachers’ belief to achieve scientific literacy. AIP Conference Proceedings (Vol. 2468, No. 1). https://doi.org/10.1063/5.0102446
Mellyzar, M., Marhami, M., Alvina, S., & Retnowulan, S. R. (2025). Mapping Global Research on Sustainability and SDGs in Chemistry Higher Education. EduMatSains: Jurnal Pendidikan, Matematika dan Sains, 10(1), 14-43. https://doi.org/10.33541/edumatsains.v10i1.7158
Mellyzar, M., Nahadi, N., Sriyati, S., & Hernani, H. (2025). Evaluation of the Environmental Chemistry Course Using the CIPP Model: Integrating SDGs and Enhancing Students' Environmental Literacy. Jurnal Pendidikan Matematika dan Sains, 13(1), 47-64. https://doi.org/10.21831/jpms.v13i1.81825
Miller, L. B., Rice, R. E., Gustafson, A., & Goldberg, M. H. (2022). Relationships among environmental attitudes, environmental efficacy, and pro-environmental behaviors across and within 11 countries. Environment and Behavior, 54(7-8), 1063-1096. https://doi.org/10.1177/0013916522113100
Muhammad, N. (2020). Improving Students’ Environmental Awareness Using 3R Principles. Universal Journal of Educational Research, 8(11B), 6146–6151. https://doi.org/10.13189/ujer.2020.082251
Mulyani, A., Indriyanti, D. R., & Madnasri, S. (2023). Research trend of 21st century skills in science education through bibliometrics. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 11(4), 897–916. https://doi.org/10.24815/jpsi.v11i4.32527
Nakamura, A., Kasai, H., Asahina, M., Kamata, Y., Shikino, K., Shimizu, I., ... & Ito, S. (2024). Impact of group work on the hidden curriculum that induces students’ unprofessional behavior toward faculty. BMC Medical Education, 24(1), 770. https://doi.org/10.1186/s12909-024-05713-7
Nhleko, N. M., Aroba, O. J., & Chisita, C. T. (2024). A systematic review of information and communication technologies (ICTs) on student motivation: researchers’ reflections on a selected higher education institution (HEIs). Global Knowledge, Memory and Communication. https://doi.org/10.1108/GKMC-03-2024-0129
Peachey, B., & Maeda, N. (2024). Challenging the Chemistry of Climate Change. Chemistry, 6, 1439–1448. https://doi.org/10.3390/chemistry6060086
Prajapati, S., & Pandya, C. (2024). ESPR chronicles: unveiling environmental and pollution science trends across time. Discover Environment, 2(1), 59. https://doi.org/10.1007/s44274-024-00083-9
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Ribeiro-Silva, E., Amorim, C., Aparicio-Herguedas, J. L., & Batista, P. (2022). Trends of active learning in higher education and students’ well-being: A literature review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.844236
Šebej, P., & Urík, J. (2024). Evolution of environmental chemistry study program curricula in tertiary education: a case study and general implications. Environmental Science and Pollution Research, 1-6. https://doi.org/10.1007/s11356-024-33756-2
Schultz, P. W. (2001). The structure of environmental concern: Concern for self, other people, and the biosphere. Journal of Environmental Psychology, 21(4), 327–339. https://doi.org/10.1006/jevp.2001.0227
Sillanpää, M. E. T. (2020). Grand Challenges in Environmental Chemistry. Frontiers in Environmental Chemistry, 1. https://doi.org/10.3389/fenvc.2020.00001
Stapp, W. B. (1969). The concept of environmental education. Environmental Education, 1(1), 30–31. https://doi.org/10.1080/00139254.1969.10801479
Strömbäck, C., Andersson, P. A., Asutay, E., Karlsson-Larsson, H., & Västfjäll, D. (2025). Positive anticipated affective reactions increase pro-environmental behavior. iScience, 28(5). https://doi.org/10.17632/847bvc7g38.1
Tezcan-Unal, B., Jones, W., & Littlewood, S. (2019). Curriculum review: Analysis through a learning organization lens. Innovative Higher Education, 44(5), 399–415. https://doi.org/10.1007/s10755-019-09472-y
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
Tindowen, D. J. C., Bassig, J. M., & Cagurangan, J.-A. (2017). Twenty-first-century skills of alternative learning system learners. Sage Open, 7(3), 1–8. https://doi.org/10.1177/2158244017726116
Wijngaards-de Meij, L., & Merx, S. (2018). Improving curriculum alignment and achieving learning goals by making the curriculum visible. International Journal for Academic Development, 23(3), 219–231. https://doi.org/10.1080/1360144X.2018.1462187
Wulandari, I. A. I., Muhdhar, M. H. I. A., Mardiyanti, L., Triani, L., & Purwanti, W. C. (2021, March). The relationship between knowledge and attitude towards students’ behaviour in environmental literacy. In AIP Conference Proceedings (Vol. 2330, No. 1, p. 030007). AIP Publishing LLC. https://doi.org/10.1063/5.0043110
Xie, Y., Zheng, Y., & Yang, Y. (2023). The relationship between students’ awareness of environmental issues and attitudes toward science and epistemological beliefs—Moderating Effect of informal science activities. Research in Science Education, 53(6), 1185–1201. https://doi.org/10.1007/s11165-023-10126-5
Yalçınkaya, E., & Çetin, O. (2018). An investigation of secondary school students’ environmental attitudes and opinions about environmental education (EE). Review of International Geographical Education Online, 8(1), 125–148.
Zelezny, L. C. (1999). Educational interventions that improve environmental behaviors: A meta-analysis. The Journal of Environmental Education, 31(1), 5–14. https://doi.org/10.1080/00958969909598627
Zhou, L., Zhou, Y., de Vries, W. T., Liu, Z., & Sun, H. (2024). Collective action dilemmas of sustainable natural resource management: A case study on land marketization in rural China. Journal of Cleaner Production, 439, 140872. https://doi.org/10.1016/j.jclepro.2024.140872
Authors
Mellyzar, M., Nahadi, N., Rochintaniawati, D., Riandi, R., Hernani, H., Supriatna, A., & Lee, T. T. (2025). Is higher education curriculum prepare to support sustainable environmental chemistry learning?. Journal of Environment and Sustainability Education, 3(3), 414–434. https://doi.org/10.62672/joease.v3i3.100
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.