Sustainable analytical chemistry laboratories: the critical role of education
File(s)
Accepted version
Author(s)
Pollard, Caroline
Rapp Wright, Helena
Type
Journal Article
Abstract
Over the past 20 years, interest in sustainability principles within analytical chemistry laboratories has increased rapidly. Advocates for green analytical chemistry have sought opportunities to educate themselves and incorporate sustainable practices into their work. As climate change remains a continual concern for current and future generations, there is growing pressure to address the carbon emissions from scientific work. Furthermore, to achieve the UN Sustainable Development Goals (SDGs) and with many funding bodies now placing a greater emphasis on incorporating sustainability within funding applications, there is an increasing need for all scientists to receive education in this field. A pyramid approach is proposed for sustainable science education through which there is a shift from teacher-based learning to student-based learning. Through exploring the different career stages of a scientist, appropriate pedagogical approaches have been identified. This allows a variety of training opportunities to be created to cement sustainable practices into routine approaches. By establishing a strong foundational knowledge in basic scientific practices at school level, students can develop robust, sustainable experimental design and coding skills, which can be carried forward into their later careers. When looking at the further education level, where training becomes more specialised, more technique-specific education is required. While Green Chemistry is beginning to be incorporated into universities through course designs, we identified that training should be mandatory rather than due to interest. For those undertaking continued professional development (CPD), the introduction of greenness metric frameworks and sustainability accreditation schemes are useful tools for upskilling individuals. Despite this, many resources are arguably used primarily by those already interested in the subject. This Perspective urges everyone, at any level, to include sustainability in experimental design and participate in accreditation schemes.
Date Acceptance
2026-03-05
Citation
RSC Sustainability
ISSN
2753-8125
Publisher
The Royal Society of Chemistry
Journal / Book Title
RSC Sustainability
Copyright Statement
Copyright This paper is embargoed until publication. Once published the author’s accepted manuscript will be made available under a CC-BY License in accordance with Imperial’s Research Publications Open Access policy (www.imperial.ac.uk/oa-policy).
License URL
Publication Status
Accepted