Re-orienting preservice chemistry teachers towards the integration of sustainability

Chemistry education is expected to holistically integrate science and society so that knowledge is constructed and owned in a pragmatic manner for learners to be able to sustain the ecosystem and solve challenges in a more holistic manner. In an attempt to institutionalise chemical concepts and drives of for sustainability, the role of micro and green chemistry has been emphasised Education must be geared towards sustainability so as to mitigate humanitarian challenges. Sustainability behaviour can only be demonstrated by a sustainable literate society. This is very vital for teacher training institutions as education is touted as the key to development. Education must, therefore, be geared towards sustainability so as to conserve resources for posterity, environmental and personal safety as well as mitigate humanitarian challenges. Literature shows that many teacher education training programmes have paid little attention to the training of teachers for teaching sustainability in schools. This presentation will therefore be a discourse on the knowledge base that is necessary for teaching sustainability through micro and green chemistry from a systems thinking approach and a proposed strategy for planning instruction.