Chemistry Teachers’ Beliefs Regarding Green Chemistry Teaching: A Case Study in Thai Higher Education

Abstract

Green chemistry has recently been introduced as a new course in several universities in Thailand. Teachers with experience in green chemistry instruction possess valuable, authentic beliefs that can contribute to the development of green chemistry education. However, these beliefs have not been systematically researched. To address this gap, this qualitative study investigated the pedagogical beliefs of five experienced Thai instructors in green chemistry through in-depth semistructured interviews. This study examined six key dimensions, namely, teaching goals, curricular implementation, instructional pedagogy, laboratory integration, student learning, and key factors for success in advancing green chemistry education. The empirical findings reveal that professors hold diverse and insightful beliefs across all six dimensions that can support the design of more effective green chemistry curricula, teacher training programs, and pedagogical strategies. Furthermore, the results provide a potential foundation for expanding green chemistry education in Thailand and have implications for similar efforts in other educational contexts.