A framework for integrating sustainable development concepts into the chemistry curriculum towards achieving education for sustainable development in Malaysia

• Main Authors: Kanapathy, S., Lee, K.E., Mokhtar, M., Syed Zakaria, S.Z., Sivapalan, S.
• Format: Article
• Published: Emerald Group Holdings Ltd. 2021
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107963798&doi=10.1108%2fIJSHE-07-2020-0241&partnerID=40&md5=079df161a4e6d01b0c465accaac7e559; http://eprints.utp.edu.my/29523/

Purpose: In Malaysia, research indicates that there is an interest amongst the stakeholders, namely, administrators and academicians to be engaged in education for sustainable development (SD), but it is rarely implemented as a part of the higher education curriculum due to various barriers. This paper aims to develop a framework for integrating SD concepts into the chemistry curriculum, using a case study approach. Design/methodology/approach: This study was conducted at a local university located in Selangor, Malaysia, offering a foundation programme to students between 17 to 18 years of age. Data was collected using a qualitative approach that involved 12 experts as informants. The collected data was analysed via three coding stages, namely, open coding, category coding and thematic encoding using Atlas.ti 7.0 software. Findings: The research revealed that six aspects contribute to the integration of SD concepts into the chemistry curriculum, namely, educational policy, awareness, resources, curriculum, pedagogical approach and stakeholders� engagement. The proposed framework was formulated by considering these aspects. Originality/value: The findings of this study can be used as a guide to facilitate the integration of SD concepts into the chemistry curriculum. It is expected to encourage the involvement of more teachers in adopting sustainable chemistry teaching. © 2021, Emerald Publishing Limited.