Teaching Approaches and Scientific and Environmental Literacy Outcomes in Green Chemistry Education: A Systematic Review
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Abstract
This systematic review reports on the teaching approaches and scientific and environmental literacy outcomes in Green Chemistry Education (GCE) in high school. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 was employed to select literatures based on a set of inclusion criteria to determine the dominant teaching approaches to GC instruction and their impact on scientific literacy and environmental literacy among high school learners. A total of 21 systematically reviewed studies show that GC instruction is predominantly implemented through student-centered and experiential approaches, with hands-on laboratory learning and inquiry-based learning as the most frequently used strategies. These are often complemented by problem- and project-based learning, forming a consistent pattern of contextualized, investigation-driven instruction. Across studies, improvements in both scientific and environmental literacy are reported. Scientific literacy gains are mainly reflected in conceptual understanding and inquiry skills, while environmental literacy outcomes are more strongly associated with affective and behavioral dimensions. The review also identifies key gaps, including fragmented pedagogical implementation, weak curriculum integration, inconsistent instructional design, and limited teacher preparedness. Moreover, there is scarcity in published studies on GC integration in the Philippines, suggesting that practice and awareness are still lacking or absent in high school chemistry instruction. It is highly recommended to integrate GC instruction in high school using problem-based, hands-on-based and inquiry-based learning to impact scientific and environmental literacy outcomes.
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