Learning Sustainable Development Goals in chemistry laboratory practicals

Abstract

[EN] Our society is heading towards sustainable development. At the core of the 2030 Agenda for Sustainable Development are 17 Sustainable Development Goals (SDGs). SDGs describe major development challenges for humanity (e.g. end of poverty and hunger, quality education, ensure availability and sustainable management of water, the achievement of sustainable consumption and production patterns, combat climate change and its impacts, build peaceful and inclusive societies). For the SDGs to be reached, everyone needs to do their part. By changing our habits and making choices that have less harmful effects on the environment, we have the power to build a more sustainable world. Universities can play a relevant role in achieving the SDGs, since they are important agents for the integral development of future citizens, equipping the next generations with the skills, knowledge and motivation to address the challenges and opportunities of sustainability in increasingly complex and global contexts. Chemistry laboratories at Universities can play an essential role in helping society to achieve the SDGs. Students can understand and minimize the environmental impact when working in the laboratory and become aware of their role in achieving the SDGs. In order to check their knowledge of SDGs, the first-year students passed a test at the beginning of the practicals and another test at the end of them. The second test was answered by 75% of the students, and the results indicated that all of them known the main purpose of SDGs and that each can contribute to achieving the SDGs. In a four-point Likert scale, 85% of the students indicated that after finishing the chemistry practicals course, their awareness about the importance of properly handling chemical residues had increased to a great extent and 15% somewhat. In addition, after the laboratory sessions, 67.5% of the students answered that had considered the need to save tap and distilled water to a great extent during those sessions, and 32.5% somewhat. Finally, 82.5% of the students answered that they were willing to get involved in achieving the SDGs at the University through the actions prepared by teachers. Some students pointed out that the information provided in the laboratory sessions was their first approximation to the SDGs and expressed that is crucial the University's support for the implementation of the SDGs in the disciplines of the curriculum.