Green chemistry education: a systematic review of national and international scientific production
DOI:
https://doi.org/10.5007/1982-5153.2026.e107208Keywords:
Green Chemistry, education, sustainabilityAbstract
Green Chemistry (GC), when incorporated into education, enables the creation and valorization of effective, safe, and sustainable systems. Thus, the objective of the present study was to identify advances, trends, and gaps in the teaching of GC through a Systematic Literature Review. Searches were conducted in four databases and, after applying inclusion and exclusion criteria, the resulting publications were analyzed. The data indicated a strong association between GC teaching and experimental practices, although reflective and discursive aspects were also explored. Additionally, limitations were observed in proposals for basic education, and despite the transdisciplinary nature of GC, its teaching has often been directed primarily toward Chemistry students. Consequently, this review serves as a pathway to access the topic, while emphasizing that the findings do not constitute a definitive description, given that relevant studies may not have been included.
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