Sri Rahayu
Sustainable development has become an increasingly pressing issue for the evolving 21st century society. The main goal of sustainable development is to balance human needs for progress by preserving the environment and natural resources, as well as leaving the capabilities of future generations unaffected. Therefore, education should equip learners with the necessary competencies, knowledge, socio-emotional skills, and attitudes to link to sustainability by empowering them to deal with environmental, economic, and social issues. There are eight competencies for sustainable development, along with specific learning objectives to be achieved by learners when they are studying science content oriented to sustainable development. A context of socioscientific issues linked to sustainable development goals, such as chemistry, should be brought into the classroom. To make the sustainable development goal explicit through socioscientific issues, a teacher must have the Pedagogical Content Knowledge and belief to do it. This paper discusses (a) school chemistry from the current curriculum and a socioscientific issue that matches certain sustainable development goals (SDGs); (b) designing a learning environment to maximize learning outcomes connected to SDGs; and (c) best practice of an implementation program using an inquiry approach and socioscientific issues related to a certain SDG. © 2025 Author(s).
Department of Chemistry, Faculty of Mathematics and Science, Universitas Negeri Malang, Jalan Semarang no 5, Malang, Indonesia
