Chemistry for Sustainable Development: Assessing the Perception of Some High School Teachers in Lesotho of the Green Chemistry Concept

In the context of global sustainability challenges, green chemistry offers a critical framework for promoting environmentally responsible science education. This study investigates the perceptions of high school chemistry teachers in Lesotho regarding green chemistry and its integration into the Lesotho General Certificate of Secondary Education (LGCSE) curriculum, as well as their readiness to teach it. Using a semi qualitative questionnaire distributed through the association of mathematics and science teachers, responses from 35 teachers revealed that most teachers (78%) encountered green chemistry informally and demonstrated basic understanding – primarily associated with less hazardous chemical use (57%) and pollution-related ideas (20%). However, many were unable to explicitly identify green chemistry principles within the existing curriculum, despite claiming familiarity with it. Teachers majority strongly supported explicit inclusion of green chemistry (77%), recognizing its relevance to sustainability issues. However, though 86% expressed confidence in teaching it, an equally high proportion expressed the need for further training. These findings suggest that teachers’ understanding of green chemistry is implicit rather than formally structured. The study highlights the need for explicit curriculum integration and targeted professional teacher development and stakeholder collaboration to support effective curriculum implementation, aligning Lesotho’s education with global sustainability goals that the country has ratified.