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Purpose -The purpose of this paper is to introduce green chemistry experiments as laboratory-based pedagogy and to evaluate effectiveness of green chemistry experiments in delivering sustainable development concepts (SDCs) and traditional environmental concepts (TECs). Design/methodology/approach -Repeated measure design was employed to evaluate the effectiveness of green chemistry experiments in delivering SDCs and TECs. Structured interviews were conducted to gather the students' feedback on the course content and course structure. Findings -Green chemistry have enhanced students' understanding of both TECs and SDCs. However, students understanding of SDCs are significantly higher than the TECs. During the interview sessions, students described that the course content as interesting and timely accurate. The course also succeeded in changing students' values and behaviors. Green chemistry was noted as a teaching pedagogy that the student teachers will implement in their future teaching. The course has also provided a space for them to improve their skills in communication, problem solving, and decision making. Practical implications -This paper outlines a new teaching strategy and will be a good source for student teachers engaged in science education program. This new teaching strategy embeds scientific concepts grounded in economic, environmental, and societal imperatives. Originality/value -The paper highlights the importance of education for SD (ESD) in higher education, with particular focus in teacher education. The paper proposes green chemistry experiments integrated with SDCs as laboratory-based pedagogy in a teacher education program as an effort to green the existing curriculum and ultimately addresses the ESD.

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In a world where environmental degradation is taking on alarming levels, understanding, and acting to minimize, the individual environmental impact is an important goal for many science educators. In this study, a green chemistry curriculum—combining chemistry experiments with everyday, environmentally friendly substances with a student-centered approach that includes student–student discussion—was tested for its potential to increase the understanding of acid–base concepts and argumentative skills. A quasi-experimental design was chosen intended to take into account teacher/school nested effects. The study involved three classes of 150 16 year old Form Four students (1 experimental,N= 50; 2 control,N= 100) from two Schools A and B serving students from the same sociocultural and economic backgrounds taught by two teachers (Teacher A in School A taught 1 experimental and 1 control; Teacher B in School B taught 1 control). An ANCOVA with a pre-test as a covariate showed a statistically significant treatment effect as measured by an acid–base concept understanding test. Additionally, qualitative analysis of an Argumentation Skill Test (AST) shows that the experimental students used higher levels of argumentation skills following treatment than their peers in the two control classes. Implications are discussed for integrating green chemistry into the secondary school chemistry curriculum to teach the content on acid–base and green chemistry as a tool to assist the construction of arguments.