Journal of Lifestyle and SDGs Review, Год журнала: 2025, Номер 5(3), С. e04946 - e04946

Опубликована: Фев. 24, 2025

Objective: This study aims to: (i) assess science students' knowledge, attitudes, values, and awareness of green chemistry in rural urban schools, (ii) explore teachers’ knowledge competencies integrating into instruction, (iii) identify challenges improvements implementing from the perspective students teachers both settings. Method: A mixed-method research design was utilized, incorporating surveys semi-structured interviews. To address first objective, a total 500 18 schools Melaka were selected through cluster random sampling technique to complete survey. For second 22 recruited via snowball participate The same teachers, along with 11 students, took part interviews for third objective. Data analysis involved t-tests survey responses thematic interview data. Results Discussion: Rural demonstrated higher than though attitudes values showed no significant differences. Teachers, regardless location, had limited understanding principles, including inadequate training, resources, unclear implementation guidelines. Conclusion: There is an urgent need enhance teacher integrate curricula, develop standardized instructional modules. Institutional policy support essential its widespread adoption. Research Implications: emphasizes role environmental exposure shaping highlights revise education curriculum frameworks align principles Sustainable Development Goals (SDGs), particularly prioritizing sustainability education. Originality/Value: contributes literature by analyzing locality-based differences identifying key barriers implementation, offering practical recommendations policymakers educators.

Язык: Английский