POSTGRADUATE STUDENTS’ PERSPECTIVE ON CURRICULUM INNOVATION IN CHEMISTRY FOR SUSTAINABLE DEVELOPMENT

Abstract

This study quantitatively explores postgraduate students' perception on curriculum innovation in chemistry for 
sustainable development. A survey of 200 postgraduate chemistry students across various universities in Kwara state, 
Nigeria was conducted. The survey evaluated the postgraduate students’ views on the integration of sustainability 
concepts into the chemistry curriculum, the perspectives and the opportunities in integrating sustainability concepts 
into chemistry curriculum and impact of integration of sustainability concepts into chemistry curriculum on students’ 
understanding of chemistry concepts and their ability to apply them. The findings indicated strong support among 
postgraduate students for incorporating sustainability into the chemistry curriculum (average of means = 2.08, S.D -= 
0.940), believing it would enhance their understanding of the subject and prepare them for real-world challenges. 
Additionally, there was no significant difference in the male and female perception and views on curriculum 
innovation in chemistry for sustainable development (t-cal. = 0.90 which is less than t-table = 1.96). The results 
suggest that integrating sustainable development into chemistry education can foster a generation of chemists equipped 
to tackle global challenges. Recommendations include further curriculum updates to include sustainability, as well as 
training for educators to effectively teach these concepts.