Bridging Sustainability and Chemistry Education: A Systematic Review of Problem-Based Learning in Green Chemistry for Enhancing Scientific Literacy
), Rudiana Agustini(2), Achmad Lutfi(3), Muhammad Satriawan(4), Fathimah Soraya(5)
| 
Country:
(1) Department of Science Education, Surabaya State University, Indonesia
(2) Department of Chemistry Education, Surabaya State University, Indonesia
(3) Department of Chemistry, Surabaya State University, Indonesia
(4) Department of Physics Education, Surabaya State University, Indonesia
(5) Materials for Energy Storage and Conversion, Jules-Verne University of Picardy, France
Corresponding Author
This study aims to identify models for developing teaching materials based on problem-based learning (PBL) in the context of green chemistry and to document the skills reported to have improved in these studies. In addition, this review examines how integrating PBL and green chemistry strengthens science culture, an area where research gaps persist, as previous results have not been systematically summarized. The method used in this study is a Systematic Literature Review (SLR) by following the PRISMA guidelines. Data are obtained from various scientific databases, including Scopus, SINTA, Web of Science (WoS), DOAJ, and Google Scholar, covering publications from 2022 to 2025. A total of 20 peer-reviewed articles that met the criteria were analyzed using a descriptive and bibliometric approach in VOSviewer. The results of the study show that most research reports an improvement in conceptual understanding, critical thinking skills, and environmental awareness when PBL is applied in the context of green chemistry. This approach helps students become aware of environmental issues through relevant problem-solving, such as energy efficiency and the use of environmentally friendly chemicals. The bibliometric analysis highlights five key themes: PBL, green chemistry, scientific literacy, local knowledge, and digital learning, pointing to a growing trend of integrating environmental, cultural, and technological perspectives in research. The thematic synthesis indicates that combining PBL with approaches such as SSI, context-based learning, or ethnoscience can further enhance scientific literacy. This review maps how PBL teaching materials are developed in Green Chemistry and how they relate to scientific literacy. The findings also emphasize the need for quantitative meta-analysis and longitudinal research to examine the long term effects of PBL, a gap not addressed in the 20 reviewed studies.
Keywords: systematic literature review, science literacy, green chemistry, problem-based learning.
Ainur, I., Raditya, F., Nurul, A., Dwi, A., Ramadani, R., & Habibbulloh, M. (2025). Ethnoscience enhanced physics virtual simulation and augmented reality with inquiry learning : Impact on students' creativity and motivation. Thinking Skills and Creativity, 57(2), 101846. https://doi.org/10.1016/j.tsc.2025.101846
Amoneit, M., Weckowska, D., Spahr, S., Wagner, O., Adeli, M., Mai, I., & Haag, R. (2024). Green chemistry and responsible research and innovation : Moving beyond the 12 principles. Journal of Cleaner Production 484(7). https://doi.org/10.1016/j.jclepro.2024.144011
Anastas, P. T., & Zimmerman, J. B. (2021). Creating cascading non-linear solutions for the UN Sustainable Development Goals through green chemistry. Chem, 7(11), 2825–2828. https://doi.org/10.1016/j.chempr.2021.10.025
Araripe, E. (2024). Current research in green and sustainable chemistry advancing sustainable chemistry education : Insights from real-world case studies. 9(7). https://doi.org/10.1016/j.crgsc.2024.100436
Boelt, A. M., Kolmos, A., & Holgaard, J. E. (2022). Literature review of students ’ perceptions of generic competence development in problem based learning in engineering education. European Journal of Engineering Education, 47(6), https://doi.org/10.1080/03043797.2022.2074819
Cahyani, V. P., & Fadly, D. (2024). Local wisdom in chemistry learning: A literature review on the ethnoscience approach. Jurnal Studi Guru Dan Pembelajaran, 7(3), 1262–1274. https://doi.org/10.30605/jsgp.7.3.2024.4801
Çalik, M., & Wiyarsi, A. (2025). 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.
Clapson, M. L., Bannard, G., Daliaho, G., Hong, J., Davy, E., Pitsiaeli, J., Durfy, S., & Schechtel, S. (2025). Sustainability and green chemistry practices into research and education. Royal Society of Chemistry, 3(1), 4492–4503. https://doi.org/10.1039/d5su00554j
Dewi, C. A., Erna, M., Martini, Haris, I., & Kundera, I. N. (2021). Effect of contextual collaborative learning based ethnoscience to increase student’s scientific literacy ability. Journal of Turkish Science Education, 18(3), 525–541. https://doi.org/10.36681/tused.2021.88
Dias, O. E., Pasion, R., Vieira, R., & Lima, S. (2024). The development of critical thinking, team working, and communication skills in a business school A project based learning approach. Thinking Skills and Creativity, 54(October), 101680. https://doi.org/10.1016/j.tsc.2024.101680
Eichentopf, I., & Dieter, H. (2025). Integrating technology assessment, systems thinking, and system dynamics in sustainability education : The need for an interdisciplinary framework. International Journal of Educational Research Open, 9(8), 100535. https://doi.org/10.1016/j.ijedro.2025.100535
Fors, P., Taro, T., & Woodward, J. (2023). Case hacks in action : Examples from a case study on green chemistry in education for sustainable development. Digital Chemical Engineering, 9(8), 100129. https://doi.org/10.1016/j.dche.2023.100129
Goecke, B., Benedek, M., Diedrich, J. G., Forthmann, B., & Patzl, S. (2026). Being female and being well-situated implies higher performance on creative thinking tests : Evidence across 62 countries from PISA 2022. Thinking Skills and Creativity 59 (2) 1–20 101963 https://doi.org/10.1016/j.tsc.2025.101963
Hisyam, M., & Handayani, S. (2024). The Influence of guided inquiry learning in the context of socio scientific issues (SSI) on students' chemistry literacy and environmental awareness on reaction rate material. Jurnal Penelitian Pendidikan IPA, 10(8), 5877–5884. https://doi.org/10.29303/jppipa.v10i8.7369
Johansson, S., Strietholt, R., Borger, L., & Ekl, H. (2025). The issue of test-taking motivation in low- and high-stakes tests : are students underachieving in PISA ?. Learning and Individual Differences 122(6). https://doi.org/10.1016/j.lindif.2025.102722
Kim, M., & Liou, P. (2026). Computers & education national contexts and information and communication technology in education : A systematic review of PISA studies. Computers & Education, 244(6), 105537. https://doi.org/10.1016/j.compedu.2025.105537
Krasnod, M. (2024). The bumpy road to sustainability : Reassessing the history of the twelve principles of green chemistry. Studies in History and Philosophy of Science 103(11), 85–94. https://doi.org/10.1016/j.shpsa.2023.12.001
Kumar, V., Choudhary, S. K., & Singh, R. (2024). Environmental socio scientific issues as contexts in developing scientific literacy in science education: A systematic literature review. Social Sciences and Humanities Open, 9(12), 100765. https://doi.org/10.1016/j.ssaho.2023.100765
Kuo, H. (2026). STEAM PBL as an educational panacea ? Investigating its impact on creative thinking and academic achievement across subjects. Thinking Skills and Creativity, 60(1), 102072. https://doi.org/10.1016/j.tsc.2025.102072
Lozano, R., & Watson, M. K. (2020). Chemistry education for sustainability : Assessing the chemistry curricula at Cardiff University. Educación Química, 24(2), 184–192. https://doi.org/10.1016/S0187-893X(13)72461-3
Mashami, R. A. (2025). Social sciences & humanities open green chemistry and cultural wisdom : A pathway to improving scientific literacy among high school students. Social Sciences & Humanities Open, 11(6), 101653. https://doi.org/10.1016/j.ssaho.2025.101653
Mashami, R. A., Ahmadi, & Pahriah. (2025). Green chemistry and cultural wisdom: A pathway to improving scientific literacy among high school students. Social Sciences and Humanities Open, 11(12), 101653. https://doi.org/10.1016/j.ssaho.2025.101653
Medina, Valderrama, C. J., Morales Huamán, H. I., Valencia-Arias, A., Vásquez Coronado, M. H., Cardona-Acevedo, S., & Delgado-Caramutti, J. (2023). Trends in green chemistry research between 2012 and 2022: Current trends and research agenda. Sustainability Switzerland, 15(18). https://doi.org/10.3390/su151813946
Meiliati, R., Mubarak, I., & Salido, A. (2026). Social sciences & humanities open exploration problem based learning in mathematics learning in higher education : A bibliometric review. Social Sciences & Humanities Open, 13(8), 102345. https://doi.org/10.1016/j.ssaho.2025.102345
Miller, A., Miller, E. A., Li, T., Chen, I., Krajcik, J., & Kelly, S. C. (2025). Designing for and investigating elementary students cognitive flexibility, science, and literacy achievement in project based science learning. Disciplinary and Interdisciplinary Science Education Research. https://doi.org/10.1186/s43031-025-00131-1 https://doi.org/10.1186/s43031-025-00131-11, 1–23.
Mustansar, C., Hussain, G., & Keçili, R. (2025). Trends in analytical chemistry smart analytical chemistry : Integrating green , sustainable , white and AI-driven approaches in modern analysis. Trends in Analytical Chemistry, 191(4), 118295. https://doi.org/10.1016/j.trac.2025.118295
Oliver, M. C., & Adkins, M. J. (2020). Energy research & social science “ Hot-headed ” students ? Scientific literacy , perceptions and awareness of climate change in 15-year olds across 54 countries. Energy Research & Social Science, 70(7), 101641. https://doi.org/10.1016/j.erss.2020.101641
Permatasari, D., & Aji, S. (2024). Penerapan problem based learning berbasis socio- scientific issues terhadap scientific literacy skills [Implementation of problem based learning based on socio-scientific issues to scientific literacy skills]. Proceeding Seminar Nasional IPA, 743–749.
Pía José González-García, A. M.-T. and M. E. (2023). A model of curricular content for the educational reconstruction of green chemistry: the voice of Chilean science teachers and science education researchers. Chemistry Education Research and Practice, 4.
Priyanka, L.M., & Selamat, I. N. (2021). Socio-Scientific issue based instruction pada mata kuliah ilmu lingkungan [Socio-Scientific issue-based instruction in environmental science courses]. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 11(1), 29–36. https://doi.org/https://doi.org/10.23887/jppii.v11i1.60846
Putri, N. A., Leny, L., Iriani, R., & Rusmansyah, R. (2025). Development of a Problem Based Learning E-Module On Green Chemistry With Socio Scientific Issues Context To Enhance Students' Scientific Literacy. JCAE (Journal of Chemistry And Education), 9(1), 46-55.
Putri, S. E., & Aznam, N. (2024). Enhancing students scientific attitudes with a problembased learning model integrated green chemistry. Jurnal Pendidikan Kimia, 16(3), 244–250. https://doi.org/10.24114/jpkim.v16i3.61771
Rizki, I. A., Setyarsih, W., & Suprapto, N. (2022). A bibliometric study of the project-based learning STEAM model on students critical thinking and scientific literacy. Jurnal Penelitian Ilmu Pendidikan, 15(1), 79–89. https://doi.org/10.21831/jpipfip.v15i1.45403
Sarkingobir, Y., & Bello, A. (2024). Enhancing critical thinking through ethnoscience integrated problem based learning: A comparative study in secondary education. International Journal of Ethnoscience and Technology in Education, 1(1), 1. https://doi.org/10.33394/ijete.v1i1.10878
Schütt, K. T., Gastegger, M., Tkatchenko, A., Müller, K. R., & Maurer, R. J. (2019). Unifying machine learning and quantum chemistry with a deep neural network for molecular wavefunctions. Nature Communications, 10(1), 1–10. https://doi.org/10.1038/s41467-019-12875-2
Shavlik, M., Köksal, Ö., French, B. F., Haden, C. A., Legare, C. H., & Booth, A. E. (2022). Journal of experimental child contributions of causal reasoning to early scientific literacy. Journal of Experimental Child Psychology, 224, 105509. https://doi.org/10.1016/j.jecp.2022.105509
Sireerat, K., Seki, N., & Foxton, R. (2025). ScienceDirect A study of critical thinking skills among Thai dental students : From disposition to skills assessment. Journal of Dental Sciences, 20(3), 1622–1628. https://doi.org/10.1016/j.jds.2025.02.005
Stekelenburg, A. Van. (2026). Science literacy and the acceptance of scientific facts. Current Opinion in Psychology, 67(9), 102183. https://doi.org/10.1016/j.copsyc.2025.102183
Sudirman, S., Sutikno, S., Indriyanti, D. R., Sumarni, W., & Rahayuningsi, M. (2025). Integration of ethnoscience in natural science learning: Literacy study. Jurnal Penelitian Pendidikan IPA, 11(6), 68–77. https://doi.org/10.29303/jppipa.v11i6.9980
Suhaidah, N., Osman, K., & Abdullah, M. (2010). Students ’ achievement of Malaysian 21 st century skills in chemistry. 9, 1256–1260. https://doi.org/10.1016/j.sbspro.2010.12.316
Sulistina, O., Purwandari, A., Deaningtyas, S.A., Putrikundia, S.A., & Faradillah, N. A. (2024). Peran pendekatan socio-scientific issue (SSI) dalam meningkatkan scientific literacy pada pembelajaran kimia [The role of the socio-scientific issue (SSI) approach in improving scientific literacy in chemistry learning]. Unesa Journal of Chemical Education., 13(2), 118–128. https://doi.org/https://doi.org/10.26740/ujced.v13n2.p118-128
Suwandi, S. Y. P. A., Sukarmin, Cahyaningrum, S. E. C., Satriawan, M., & Soraya, F. (2025). Ethnoscience approach to improve science literacy on chemical conding: A Thematic. Jurnal Pendidikan MIPA, 12(1), 1–7.
Vaz, C. R. S., Morais, C., Pastre, J. C., & Júnior, G. G. (2025). Teaching green chemistry in higher education: Contributions of a problem based learning proposal for understanding the principles of green chemistry. Sustainability (Switzerland), 17(5). https://doi.org/10.3390/su17052004
Wardani, S. F., Yamtinah, S., Mulyani, B., Susilowati, E., Ulfa, M., Masykuri, M., & Shidiq, A. S. (2024). Differentiated learning: Analysis of students chemical literacy on chemical bonding material through culturally responsive teaching approach integrated with ethnochemistry. Jurnal Penelitian Pendidikan IPA, 10(4), 1747–1759. https://doi.org/10.29303/jppipa.v10i4.6167
Widyantoro, C., Han, J. Y., Sing, J., Ong, H., Goh, K. H., & Fung, F. M. (2025). Teaching sustainability through green chemistry: An experiential learning approach. https://doi.org/10.1021/acs.jchemed.4c01476
Yazid, A., Bakar, A., & Mohd, N. (2010). Counselling issues of gifted students attending school holiday residential program. A Malaysian Experience. 7(3), 568–573. https://doi.org/10.1016/j.sbspro.2010.10.076
Yue, Z., Yuxuan, S., & Surip, S. S. (2025). Systematic literature review on the application of Chinese mythological elements in design. Proper Asia, 41(4), 469–481. https://doi.org/10.59953/paperasia.v41i4b.613
Zidny, R., Sjöström, J., & Eilks, I. (2020). A multi perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science and Education, 29(1), 145–185. https://doi.org/10.1007/s11191-019-00100-x
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.