Embedding UN SDGs in chemistry education through project-based learning: insights from case studies in the UK and USA

Abstract

Chemistry education is central to achieving the United Nations Sustainable Development Goals (UN SDGs) by advancing resource efficiency, reducing environmental impact, and embedding sustainable practices. This study reports two international case studies at the University of the West of Scotland (UK) and Wentworth Institute of Technology (USA), which integrate UN SDGs into undergraduate curricula through project-based learning. Students engaged in projects linking foundational chemistry concepts to real-world sustainability challenges. Assessment combined written reports, presentations, and reflective tasks to evaluate disciplinary knowledge and transferable skills. Results indicate that UN SDG-aligned projects enhance engagement, deepen understanding of sustainability, and foster interdisciplinary competencies essential for addressing global challenges. This work provides a practical framework for embedding sustainability into STEM education through active learning approaches.