Pedagogical opportunities for integrating environmental content into the teaching of the “Hydrocarbons” section.

Abstract

In modern higher education, integrating environmental perspectives into chemistry education has become an essential component of professional training. In organic chemistry courses, understanding the environmental impact of chemical processes and applying sustainability principles are particularly important. The objective of this study is to explore the potential of integrating environmental content into the hydrocarbons unit of an Organic Chemistry course through the use of a digital task system to enhance students’ environmental literacy. Environmentally contextualized learning tasks were developed based on the hydrocarbons unit of an Organic Chemistry course. Interactive problem-solving activities, case-based assignments, and reflective components were implemented using a digital learning platform. Students’ initial and final levels of understanding were analyzed through pre-test and post-test diagnostic tasks. Qualitative analysis methods were also used to evaluate learning outcomes.

The findings demonstrated an improvement in students’ ability to analyze the chemical properties and applications of hydrocarbons from an environmental perspective. The digital task system increased students’ independent learning engagement and supported the connection between chemical knowledge and real-world environmental issues. Students showed improved capacity to interpret organic reactions considering environmental impact and demonstrated responsible decision-making skills.

Integrating environmental content and digital task-based learning into Organic Chemistry instruction contributes to the development of students’ environmental literacy and enhances their ability to apply chemical knowledge in practical contexts. The proposed instructional approach can support the modernization of chemistry education in higher education institutions.