A Systematic Review Research Article on Education for Sustainable Development (ESD) Integration in Chemistry Learning

Abstract

This article explores the potential integration of Education for Sustainable Development (ESD) in chemistry learning through a systematic literature review of identification, screening, eligibility, and inclusion stages. A total of 13 articles that met the criteria were analyzed with a focus on research design, topic or theme, form of intervention, and outcomes of ESD integration in chemistry learning. The results showed that Research and Development (RnD) dominated the research design. ESD integration topics include chemistry and environment, social and economic issues, natural cycles, the role of innovation and technology, and traditional products. Interventions in learning emphasize the linkage of chemistry concepts with sustainable development issues, involving students in problem-based projects, practical experiments, or discussions with a holistic and contextual approach. Positive impacts include increased environmental protection awareness and motivation, experimental skills development, concept understanding, problem-solving, formulating system maps, and linking chemistry content with sustainable development from social, economic, ethical, and environmental aspects.