Using curated chatbots to support students' exploration and awareness of sustainability through essay writing

Abstract

In the context of a written essay assignment in first-year general chemistry that combines chemistry content knowledge and sustainability, students' use of a curated chatbot support resource has been analyzed. The chatbot allows the student to engage in exploration of several potential components of the assignment, including technical requirements, chemistry content, and sustainability contexts. Analysis of both chatbot interactions and student essays found a propensity for students to be guided in their exploration of the UN Sustainable Development Goals by the chemical context of the assignment and some, but not all, students gained a level of understanding that supported a sustainability action perspective.