Small Changes, Big Impact: Evaluating the Effects of Green Chemistry Integration in an Organic Chemistry Laboratory Course on Students’ Awareness, Perceptions, and Self-Efficacy Regarding Sustainable Practices

Abstract Green chemistry provides an important framework for promoting sustainability and reducing environmental impact in chemical education; however, its integration into undergraduate organic chemistry laboratory curricula remains limited. While previous work described integrating green chemistry principles into an undergraduate lab course through optimized experimental method, the present study evaluated the educational impact of that implementation on student awareness, perceptions, and self-efficacy. A pre-test–post-test survey consisting of Likert-scale and open-ended questions was administered to students enrolled in an undergraduate organic chemistry laboratory course to assess changes in awareness, perceptions, and self-efficacy toward green chemistry concepts and sustainable laboratory practices. Quantitative analysis revealed measurable increases in students’ self-reported understanding of green chemistry principles, confidence in assessing the environmental impact of organic reactions, and recognition of sustainability considerations in laboratory work. Qualitative responses further demonstrated a shift from viewing green chemistry as an abstract concept to recognizing its practical relevance in laboratory practice and future professional applications. These findings suggested that incorporation of a single, well-designed green chemistry laboratory intervention could reinforce core organic chemistry concepts while promoting sustainability awareness, perceptions, and student self-efficacy. This study provided an assessment framework and supporting evidence for broader integration of green chemistry principles into undergraduate laboratory instruction.