Editorial

Abstract

In the face of rapid societal and cultural changes influenced by the global challenges related to sustainability, the concept of sustainable transition has become paramount. The sustainability transition involves swift transformations that impact our economy, society, culture, and every individual, aiming to secure the resilience of our environment. Each of us is a participant in this transition. Understanding the interdependence between humans and nature, and how we, as members of society, can influence and support sustainability within the constraints of natural systems, requires research-based knowledge, sustainability skills, and the courage to experiment and make an impact. These elements are integral in education for sustainability that has understandably been incorporated in curricula across the world. Therefore, educational sector is a powerful change agent in promoting sustainability skills throughout the world. This special issue addresses the challenges of chemistry education for sustainability through three international research articles that focus on teacher education and provide tools for teaching chemistry for sustainability.

Keywords

• sustainable chemistry
• CER
• systems thinking