Authors: Isabel Ribau
Source: Chemistry Teacher International (article, 2025-11-01)
Field: Chemistry — Physical and Theoretical Chemistry

Editorial overview of the “16 European Conference on Research in Chemical Education” ECRICE 2024 special issue This special issue focuses on the research and development, as well as pedagogical approaches, of the implementation of green and sustainable chemistry practices within the framework of chemistry education, as showcased at ECRICE 2024.The 16th European Conference on Research in Chemical Education took place at NOVA School of Science and Technology, Campus da Caparica, Portugal, between September 5 and 7, 2024.This conference on research in chemical education represented a significant opportunity to share new findings and advancements in the field.Understanding how learners acquire knowledge and how to facilitate and stimulate this process is vital.It is essential to explore several learning environments, embracing new educational tools and innovative approaches that integrate neuroeducation, technology, and artificial intelligence into chemical education to enhance student engagement.However, in the current context, these efforts alone are not sufficient.It is imperative to view these initiatives through the lens of sustainability, particularly in alignment with the 17 Sustainable Development Goals (SDGs) and the 2030 Agenda for Sustainable Development. 1 Therefore, ECRICE 2024s theme was "Chemical Education for Sustainable Development: Empowering Education Communities", Figure 1.The 17 Sustainable Development Goals (SDGs) proposed by the United Nations and adopted in 2015, emphasise sustainable and environmentally friendly chemistry.Since then, educational systems have begun to integrate these goals, promoting a future that values both human and environmental well-being. 1,2As a result, practical chemistry education increasingly reflects sustainability and green chemistry (GC) principles, integrating them in the curriculum. 2,3Teachers play a crucial role by incorporating green activities, microscale experiments, and ecofriendly reactants, significantly influencing students' sustainable practices and behaviours. [3][4]4][5][6] Laboratory work plays a pivotal role in chemistry education, 7-9 not only because it helps connect theory to practice, boosts motivation, increases students' interest in learning science, supports the acquisition of laboratory skills and techniques, and improves understanding of fundamental procedural and conceptual knowledge (such as concepts, principles, laws, and theories), but also because it also fosters scientific attitudes like rigour, persistence, reasoning, critical thinking, creativity, objectivity, curiosity, responsibility, and cooperation.Engaging in laboratory activities enhances critical thinking and problem-solving abilities, enabling students to apply the scientific method through trial and error.It also improves scientific reasoning by familiarising students with processes of scientific inquiry.Moreover, it can inspire curiosity and support personal growth by promoting social skills through collaborative activities.Ultimately, laboratory work is rooted in active learning: 10-14 it transforms students into active participants by allowing them to experiment, manipulate materials, and directly engage with scientific phenomena.And knowing these, the focus of implementing green (GC) and sustainable chemistry (SC) in schools is rooted in school laboratory practices. 14,15It is important to note that although sustainable chemistry (SC) provides a broader perspective than green chemistry (GC), green chemistry aims to minimise waste, reduce energy consumption, and improve safety in chemical processes to lessen harmful impacts; it mainly focuses on Work (physics) ; Special section ; Scope (computer science) Various Chemistry Research Topics ; Innovative Teaching Methods ; Science Education and Pedagogy