Research Trends of SDG Topics in Chemistry Learning: A Bibliometric Mapping Analysis (2015-2024)
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| Title: | Research Trends of SDG Topics in Chemistry Learning: A Bibliometric Mapping Analysis (2015-2024) |
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| Language: | English |
| Authors: | Samudra Mutiara Hasanah (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Information Analyses |
| Descriptors: | Bibliometrics, Educational Research, Educational Trends, Trend Analysis, Chemistry, Science Education, Sustainable Development, Maps, Word Frequency, Visual Aids, Instructional Materials |
| Abstract: | The topic of sustainability in chemistry education has garnered increasing attention over the past decade, aligning with the global focus on the Sustainable Development Goals (SDGs). This study aims to identify research trends related to sustainability topics in chemistry education, commonly used keywords and variables in studies, and authors frequently contributing to sustainable chemistry education research and its implications. This research employed a review method with a bibliometric analysis of 201 articles on sustainability topics in chemistry education, retrieved from the Scopus database between 2015 and 2024. VOSviewer software was utilized to generate visual maps illustrating the relationships and research patterns in this field. The results indicated that sustainable development/sustainability, green chemistry, curricula, and systems thinking have been dominant themes over the past decade, with a significant increase in sustainable chemistry learning observed in 2020. Topics such as green chemistry, nanochemistry, laboratory instruction, and environmental chemistry play a pivotal role in advancing SDG-related themes integrated into learning. One notable contributor in this field is Ingo Eilks, who focuses on developing new methods and approaches in sustainable chemistry education. This study also delves into an analysis of key competencies for achieving Education for Sustainable Development (ESD), with systems thinking, collaboration, and problem-solving being the frequently employed variables for measuring these competencies. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678998 |
| Database: | ERIC |
| Abstract: | The topic of sustainability in chemistry education has garnered increasing attention over the past decade, aligning with the global focus on the Sustainable Development Goals (SDGs). This study aims to identify research trends related to sustainability topics in chemistry education, commonly used keywords and variables in studies, and authors frequently contributing to sustainable chemistry education research and its implications. This research employed a review method with a bibliometric analysis of 201 articles on sustainability topics in chemistry education, retrieved from the Scopus database between 2015 and 2024. VOSviewer software was utilized to generate visual maps illustrating the relationships and research patterns in this field. The results indicated that sustainable development/sustainability, green chemistry, curricula, and systems thinking have been dominant themes over the past decade, with a significant increase in sustainable chemistry learning observed in 2020. Topics such as green chemistry, nanochemistry, laboratory instruction, and environmental chemistry play a pivotal role in advancing SDG-related themes integrated into learning. One notable contributor in this field is Ingo Eilks, who focuses on developing new methods and approaches in sustainable chemistry education. This study also delves into an analysis of key competencies for achieving Education for Sustainable Development (ESD), with systems thinking, collaboration, and problem-solving being the frequently employed variables for measuring these competencies. [For the complete proceedings, see ED678959.] |
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