The Royal Society of Chemistry (RSC) is calling for greater use of real-world examples in chemistry education, as new research finds many students are not being taught sustainability in ways that feel relevant to their lives. The findings are published in the RSC’s latest report, Green shoots 3 – How to integrate sustainability and climate change into chemistry education, which sets out recommendations for governments, educators and exam boards.
The report comes as demand for green skills continues to rise, particularly in chemistry-related roles. According to the RSC, demand for these skills is eight times higher in chemistry roles than across the wider UK workforce, underlining the subject’s importance in addressing environmental challenges.
Despite this, the research suggests a disconnect between the curriculum and student experience. Only half of young people surveyed said they were taught sustainability topics in chemistry through contexts that felt relevant to them. The RSC argues that this gap risks limiting engagement at a time when student interest in climate issues is increasing.
Chemistry underpins a wide range of sustainability solutions, from low-carbon technologies to pollution control and materials design. The report states that improving how the subject is taught could help build a stronger pipeline of future professionals equipped to tackle these challenges.
To illustrate how this can be achieved, the RSC points to examples of teachers integrating local context into lessons. One such case is Eurig Thomas, Deputy Head Teacher at Ysgol Cwm Brombil in Port Talbot, who uses the nearby retired steelworks as a teaching tool.
From his classroom, students can see the silhouettes of South Wales’ last two blast furnaces. Thomas incorporates these into lessons on carbon emissions and industrial change, using the structures as a visual reference point to connect theory with real-world experience.
Reflecting on his approach, Eurig said:
“These real-life examples turn abstract GCSE concepts into meaningful discussion. Students become more engaged and confident when they see science in action around them. Across our department, colleagues value how local contexts spark curiosity, deepen understanding, and foster pride in how chemistry shapes the future of our own community.”
The RSC argues that this type of contextual teaching can improve both engagement and comprehension. When students can relate scientific concepts to their surroundings, lessons become more tangible and easier to grasp.
However, the report also identifies structural barriers. Teachers often face heavy workloads and limited time, which can restrict their ability to develop and deliver contextualised lessons. Without formal recognition in assessments, these approaches may be deprioritised.
To address this, the RSC is calling for sustainability and climate change content to be embedded throughout national chemistry curricula and assessment frameworks. This includes ensuring that real-world contexts are reflected in exams, giving teachers greater incentive to incorporate them into lessons.
Annette Farrell, Royal Society of Chemistry Education Policy Programme Manager, said:
“The role of the chemical sciences in addressing some of the most pressing sustainability challenges today cannot be overstated – and is seen wherever you look across the UK. Chemistry is at the heart of everything from the development of new green technologies to pollution prevention and the design of recyclable, biodegradable and reusable materials.
“Yet our report shows there is work to be done to improve young people’s understanding of how chemistry can shape sustainability in practise and in their local community. We need to make sure our chemistry teachers have the time and autonomy to link the chemistry curriculum to local, national and global real-life contexts their students can relate to, in order to ensure the UK has a strong pipeline of talent for the years to come.”
Alongside curriculum reform, the report calls for a more coordinated approach across education systems. The RSC is urging governments to embed sustainability and environmental considerations consistently across science subjects, rather than treating them as separate or optional topics.
This approach would give students a clearer understanding of how chemistry connects to wider global issues. It would also support interdisciplinary learning, reflecting the way sustainability challenges are addressed in professional settings.
The report also highlights the role of exam boards in reinforcing these changes. By integrating environmental evaluation and making conceptual links explicit in assessments, exam boards can help ensure sustainability becomes a core part of scientific learning.
The RSC’s recommendations align with broader policy discussions around green skills and workforce development. As the UK continues its transition towards net zero, demand for expertise in areas such as clean energy, resource efficiency and materials science is expected to grow.
Education is seen as a key part of meeting this demand. Ensuring students are both engaged and informed about the role of chemistry in sustainability could influence subject uptake and career pathways.
The report suggests that without changes to how chemistry is taught, there is a risk that students may not fully understand the subject’s relevance to real-world challenges. This could affect both participation in further study and the availability of skills needed across industry.
By contrast, embedding local, national and global contexts into lessons may help bridge this gap. The example from Port Talbot demonstrates how linking curriculum content to familiar surroundings can make abstract concepts more accessible.
The RSC maintains that such approaches should not rely solely on individual teachers. Instead, systemic changes to curriculum design, assessment and teacher support are needed to make contextualised learning a standard part of chemistry education.
The Green shoots 3 report sets out these proposals in detail, aiming to support educators and policymakers in strengthening the link between chemistry teaching and sustainability.
