1) Proposing general modules for up-to-date university Green Chemistry curricula for Chemistry degrees (Bachelor and Teacher Training), or incorporation of green chemistry themes into the various chemistry courses (both general chemistry and more advanced courses);
2) Development (generation and/or adaptation) of Green Chemistry contents for the theoretical and experimental components of chemistry courses in the involved universities in Latin America and Africa, considering the specific context of each region;
3) Contributing to permanently establish Green Chemistry as a component of the training of Chemistry professionals in their initial courses and to promote the public understanding of Green Chemistry principles by showing their involvement in most aspects of common life and current demands nowadays;
4) Linking universities, industries and governmental/non-governmental sectors to better approach relevant themes and contents in the Green Chemistry modules.
The didactic Green Chemistry modules will be planned considering the literature and the experiences of the task groups involved. The development of the curricula will be evaluated taking into account the qualitative and quantitative methods applied in Education researches (e.g., case studies). The annual regional and international meetings will be an opportunity to analyze the progress of the project, and to disseminate its results to the task group, institution representatives and the surrounding communities in Latin America and Africa. The products will originate 2 didactic books, papers and publications related to the scope of the project.
May 2014 – Project announcement published in Chem. Int. May-June 2014, p. 16; DOI: 10.1515/ci.2014.36.3.16b
Feb 2017 report – Successful experiences contributing to transform our world
More than ever, Green Chemistry can be considered a powerful tool to modify unsustainable practices in Chemistry, Engineering and correlated areas all over the world. It is well-known that the contextualized insertion of the Green Chemistry principles into the curricula in higher education institutions (HEI) can contribute to a better professional education, modifying and engaging students to learn conceptual contents associated to procedural and attitudinal subjects. In order to promote Chemistry Education and Education for Socio-sustainable Development in Latin America and Africa, this project 2013-041-3-300 coordinated by Prof. Zuin (Brazil) and Prof. Mammino (South Africa) involving researchers, lecturers, professors, students and related HEI representatives from 14 different countries has been developed to study, adapt and create new contents for HEI. The project webpage available in Portuguese, Spanish and English can be seen on https://greenchemed.iupac.ufscar.br/
May 2017 update – See update/write-up featured in Chem Int Apr 2017, pp. 21-24; https://doi.org/10.1515/ci-2017-0214
Oct 2017 update – One last task is the preparation of a didatic module that focuses on innovation in chemistry teaching and learning to promote the scientific literacy of pupils in secondary schools and students from the teaching training course. This training course, at Federal University of São Carlos will involve student learning as well as teacher training in promoting a balanced view of biorational control of insects in Brazil. For creating and designing the structure of the courses and the material it will be used the Socio-critical and Problem-Oriented Approach to Chemistry Teaching.
Jan 2020 update – In November 2019, a 10-hour free on-line course on Green and Sustainable Chemistry was launched via UFSCar´s Moodle platform: https://cursos.poca.ufscar.br/course/index.php?categoryid=11. In two months ~400 participants from in Brazil have participated. This course is now being translated to English.
Page last updated 14 January 2020