Focusing on Water-Related Ecosystem Services in a Glocalization Perspective: A Potential Pathway to Promoting Chemistry Education, Water Literacy, and Sustainability

Abstract

Despite growing attention to sustainability in science education, the integration of ecosystem services into chemistry teaching and the use of glocalization as a pedagogical lens remain underexplored. This paper proposes connecting chemical concepts with the ecological and social importance of water-related ecosystem services (WESs) through a glocalization perspective. WESs serve as a foundation for exploring various chemistry-related driving questions. These questions include providing clean water for domestic use and irrigation, flood control via wetlands, climate regulation by aquatic systems, nutrient cycling, habitats for aquatic life, and cultural benefits. With a glocalization perspective, chemistry learning possibly facilitates various activities that emphasize the principles of “Think Globally, Act Locally” or “Think Locally, Act Globally.” The paper proposes a place- and community-based teaching model, illustrated by Lake Rawa Pening in Indonesia, where local practices and ecosystem challenges offer a concrete context. This model is not intended as a fixed pedagogy but as a framework for fostering both disciplinary understanding and participatory water literacy. By combining a conceptual approach with an illustrative case study, the paper highlights how WESs and a glocal perspective can support chemistry education in addressing complex socio-ecological realities while promoting sustainable action.

Keywords

Chemistry education - Education for sustainable development - Ecosystem services - Water literacy - Glocalization

Significance

• Integration of chemistry with water-related ecosystem services (WESs).

• Application of glocalization principles in chemistry education.

• Promotion of water literacy through linking local aquatic conservation to global sustainability.

• Contextual chemistry questions addressing clean water, flood control, climate regulation, nutrient cycling, habitats, and cultural benefits.

• Emphasis on place- and community-based education and chemistry’s role in sustainability.

Introduction

Human activities, such as the overexploitation of resources, pollution from chemicals and plastics, and habitat destruction, are continuously damaging the quality of inland, coastal, and marine waters.[1] [2] Conserving the Earth’s interconnected water resources is essential for effectively realizing the United Nations’ Sustainable Development Goals (SDGs) outlined in the Agenda 2030 and the Sendai Framework for Disaster Risk Reduction.[3] In this regard, education has the potential to play a central role, particularly through disciplines such as chemistry, which enable learners to understand water-related sustainability processes and challenges in depth. It is, therefore, essential to promote knowledge and skills for responsible action with regard to natural water resources, particularly among students in schools and higher education who represent the future generations.

The term water literacy refers to the ability to understand, behave responsibly, and take action regarding water issues. This includes knowledge of water distribution, quality, and processing, all of which are influenced by cultural, religious, and social contexts.[4] In chemistry learning, the concept of water literacy can be integrated with basic chemistry topics, such as the physicochemical properties of water,[5] [6] reactions in the nitrogen cycle,[7] [8] [9] pollutants in aquatic ecosystems,[10] [11] and, of course, the water cycle.[12] [13] [14] [15] There is a growing demand for science education, particularly in chemistry, to engage more deeply with concepts often described as “science-in-context.” This term refers to examining how science interacts with other disciplines, as well as its connections to various segments of society and the environment.[16] This way, learners can understand the connection between chemical principles and real-life water sustainability challenges.

Water literacy, which encompasses understanding water issues in both local and global contexts, might be improved through glocalization perspectives. Glocalization allows for adapting water literacy skills to local situations while maintaining their global significance. This perspective addresses the shortcomings of the internationalization model, which often overlooks the diversity of local contexts. As a result, it fosters a more inclusive and comprehensive understanding of water education and awareness.[17] [18] [19] [20] This approach helps understand how local water challenges relate to global issues. It encourages learners to recognize problems affecting their daily lives and consider sustainable solutions within a wider context.

Recently, the term ecosystem services (ESs) has become significant in the context of social and natural systems, linking these two realms. ESs pertain to the advantages that people gain from ecosystems.[21] These services encompass both the direct and indirect ways these ecosystems contribute to human well-being.[22] The idea of ESs has often been applied to make decisions regarding socio-environmental issues.[23] Comprehending ESs is considered crucial for facilitating the attainment of the SDGs. The topic of ESs has become increasingly significant in the field of education, as indicated by policy documents and educational literature, such as National Research Council, NGSS Lead States, or Ruppert and Duncan.[24] [25] [26] Nonetheless, some research has suggested that the inclusion of this concept in science textbooks is limited.[27] Additionally, with some exceptions, there appears to be a deficiency in responsibility for updating educational materials. Many educators tasked with presenting this information in schools or higher education may not be well versed in the concept of ESs.[28] [29] [30] Although ESs are increasingly discussed in educational research, few studies explicitly explore how water-related ecosystem services (WESs) can inform chemistry teaching to foster water literacy. Existing reviews largely focus on general environmental education or policy frameworks, without providing guidance for classroom implementation.

To address this gap, this review proposes a conceptual framework for integrating WESs into chemistry education through a glocalization perspective to promote water literacy. The goal is to connect understanding of chemistry with the significance of conserving aquatic ecosystems in local environments and their implications for global sustainability challenges. We propose a teaching model to help learners develop the skills needed to address increasingly complex water challenges.

Our proposed model is rooted in Place- and Community-based Education (PCE), with a focus on local WESs. It is envisioned as a way of framing chemistry learning so that topics such as water quality, the water cycle, and community knowledge around aquatic ecosystems become part of classroom conversations. Rather than describing a fixed pedagogy, we intend to sketch out a possible direction for teaching that makes chemistry more meaningful in relation to water issues. At the same time, we acknowledge that such an idea may encounter constraints, for example, limited resources, varying levels of teacher readiness, and the need to align with existing curricula. These aspects are not discussed in depth here, but we return to them later in the paper.

The Potential of Contextualizing Chemistry Learning Focusing on Water-Related Ecosystem Services (WESs)

The relationship between ecosystems and human well-being via ESs was illustrated as a straightforward sequence by Haines-Young and Potschin.[31] In the real world, however, it is not as linear as depicted in [Fig. 1]. Ecosystems, such as wetlands, have structures and functions that play an important role, for example, by storing and filtering water naturally. This process produces tangible benefits, such as providing clean water and reducing the risk of flooding, which humans directly feel. These ESs also have broader values, ranging from improving the quality of life to preserving biodiversity that supports culture and tourism. This relationship is complex. Changes in ecosystems, such as land conversion or the impacts of climate change, can reduce the ability of ecosystems to provide these services. On the other hand, the values and ways in which humans use ESs, such as through policies or shifts in social needs, also impact this balance. Therefore, we need adaptation efforts to preserve ecosystems and ensure human well-being. [Fig. 1] reminds us that maintaining a harmonious relationship between ecosystems and humans is one of the keys to sustainability.

Fig. 1 Water-related Ecosystem Services (WESs) Cascade, illustrated through the example of wetlands. Adapted from Feurer et al. (2019) and Haines-Young and Potschin (2010).[31] [32]

In the context of chemistry learning, real-life examples from ecosystems, such as the water filtration process in wetlands, can be used to explain chemical concepts. These examples illustrate processes like filtration, adsorption, and the chemical reactions that take place during the removal of pollutants from water. In addition, understanding the relationship between ecosystem structure and its chemical functions, such as how certain soils or organic materials can mitigate the impact of harmful pollutants through adsorption or coagulation mechanisms, allows learners to see how chemical concepts apply in real-world contexts. By linking the benefits of ESs, such as providing clean water, one can also learn about the importance of chemistry in supporting human health and well-being, particularly in water treatment for daily needs.

The context of WESs also opens up space for discussions about the impact of human activities on water quality, such as the use of chemicals in agriculture or industry that affect ecosystem functions. Thus, linking WESs to chemistry learning not only enriches the understanding of scientific concepts but also builds awareness of responsibilities in protecting the environment. The potential for contextualizing chemistry through WESs is further demonstrated by the formulation of driving questions, as shown in [Table 1]. These questions provide focus, direction, and meaning to activities while integrating learning with real life. These driving questions serve to bridge chemistry learning with learners’ interests in current issues.[33] In-depth questioning plays a crucial role in facilitating both meaningful learning and scientific inquiry. Formulating well-constructed questions allows us to explore the unknown, challenge existing theories, and uncover new insights.[34]

Table 1 The potential of contextualizing chemistry learning focusing on WESs

Type of ESs*	Examples of contexts	Relation to chemical aspects	Potential Driving Questions	Target of Educational Level
Provisioning Services	Clean water supply	Water quality analysis (pH, metal ions, organic compounds)	How do chemical properties and processes of water influence the provision of clean water as an ecosystem service?	Secondary education/Tertiary education
	Food production related to irrigation processes in agriculture	Nutrient compound studies (nitrate, phosphate)	How do chemical compounds in water, such as nitrate, phosphate, and pesticides from the agriculture sector, affect food production and water quality?	Secondary education/Tertiary education
		Pesticide impact management in aquatic ecosystems
Regulating Services	Natural filtration by wetlands	Redox chemical reactions in the denitrification process to reduce nitrogen pollutants	How do redox reactions in denitrification reduce nitrogen pollutants in wetlands?	Tertiary education
	Flood mitigation	Soil chemical composition affects water retention and infiltration	How does the chemical composition of soil affect water retention and infiltration in flood mitigation?	Secondary education/Tertiary education
	Climate regulation by aquatic ecosystems	Carbon cycle (e.g., greenhouse gases: CO₂, CH₄, or acidification) related to aquatic ecosystems	How do the carbon cycle and greenhouse gases, like CO₂ and CH₄, in aquatic ecosystems influence climate regulation?	Secondary education/Tertiary education
Supporting Services	Nutrient cycles	Chemistry of carbon, nitrogen, and phosphorus cycles in water (e.g., nitrification, denitrification)	How do chemical processes in the carbon, nitrogen, and phosphorus cycles, such as nitrification and denitrification, affect water ecosystems?	Tertiary education
	Habitat for aquatic biota	Analysis of the impact of chemical pollutants (heavy metals, organic compounds) on aquatic biota	How do chemical pollutants like heavy metals and organic compounds impact aquatic organisms and ecosystems?	Secondary education/Tertiary education
Cultural Services	Recreation and tourism	Analysis of pollutants that affect the aesthetics and safety of water for tourism.	How do chemical pollutants affect the aesthetics and safety of water for recreation and tourism?	Secondary education
	Spiritual and cultural values	Study of pollution impacts on aquatic ecosystems that have local cultural or spiritual value	How does pollution impact aquatic ecosystems that hold cultural or spiritual significance?	Secondary education/Tertiary education

* This categorization of ES types is based on the Millennium Ecosystem Assessment Board.[49]

We grouped the driving questions by educational level based on how complex the chemistry ideas are and what students usually learn at each stage. For secondary education, the questions focus on things they can easily relate to, such as water quality for recreation or the cultural value of rivers and lakes. For tertiary education, the questions go deeper into chemical processes like nitrification, denitrification, or the effects of pollutants at the molecular level, which require a stronger background in chemistry. Some questions, such as soil and water in flood control or greenhouse gases in aquatic ecosystems, can work at both levels: at the lower secondary educational level, they can be discussed in a simple, qualitative, and mostly phenomenological way, while at the upper secondary level, even some concepts on the molecular level can be included. At the tertiary educational level, the topics can be analyzed in more detail with scientific data. This way, the questions remain meaningful depending on the learners’ background and readiness.

The Potential of Chemistry Learning with a Glocalization Perspective through the Context of WESs to Promote Water Literacy

Persson and Erlandssonin in 2014 discussed three key levels necessary for integrating a glocal (a word combination of global and local) viewpoint: personal, local, and global aspects.[35] This concept highlights the idea that each person is part of a transactional process that cannot be separated from the environment, whether the environment is global or local. It underscores the interconnectedness of individuals with the Earth as a whole. This perspective suggests that human actions and work performance can be carried out in a manner that is either sustainable or unsustainable from an ecological and societal standpoint. [Fig. 2] demonstrates the relationship through a glocal lens.

Fig. 2 A glocal perspective contributing to sustainability, adapted from Persson and Erlandsson.[35]

Glocalization serves as an excellent illustration of merging and linking global and local environments while appreciating the important contributions of various communities and cultural backgrounds. Science education ought to investigate innovative methods for comprehending how individuals are affected by personal, local, and global influences.[36] Klekotko et al. in 2018 suggested empowering local communities by rethinking the idea of “Think globally, act locally.”[37] They proposed shifting it to “Think locally, act globally,” emphasizing that local communities should focus on their goals and use their connections to make a global impact. “Think globally, act locally” helps create local actions that are in line with global issues, while “Think locally, act globally” enables local solutions to become global inspirations. Therefore, using both simultaneously is expected to enrich the learning approach with a glocalization perspective and support holistic sustainability.

Glocalization connects global and local thinking with mutually supportive actions at both levels. The principle of “Think globally, act locally” encourages local actions that contribute to global sustainability, such as teaching about the relationship between local water pollution and its impact on the global ecosystem, or encouraging the reduction of single-use plastics and the adoption of wastewater treatment technologies in their communities. In contrast, the phrase “Think locally, act globally” highlights that local solutions can have wider implications. For example, utilizing local data on water quality can help identify specific issues and share findings through global platforms. Additionally, traditional water management practices can serve as case studies for global sustainability. A water literacy that combines these two principles enables learners to grasp how maintaining local ecosystems is crucial not only for local communities but also for the sustainability of the global Earth-system.[38] [39]

While global studies have explored water literacy across different situations, there has been limited focus on the unique challenges encountered by specific regions. In Indonesia’s local context, for instance, freshwater systems like Lake Rawa Pening are crucial for nearby communities, offering livelihoods, a sense of cultural identity, and ESs that include water purification and biodiversity conservation. The lake is one of fifteen included in the National Priority Lake Protection and Restoration Initiative.[40] Lake Rawa Pening, situated in Central Java, is confronting urgent environmental challenges, including eutrophication and pollution from agricultural runoff and domestic waste.[41] These issues pose significant risks to the health of the lake and have a detrimental impact on the local community. To illustrate the application of chemistry in this context, an educational framework related to Lake Rawa Pening in Indonesia is provided, as shown in [Table 2].

Table 2 The potential of chemistry learning with a glocalization perspective through the context of WESs at Lake Rawa Pening, Indonesia

Potential driving questions	Global context	Local context	Case study in Lake Rawa Pening	Suggested main activities in chemistry learning*
How do chemical properties and processes of water influence the provision of clean water as an ecosystem service?	Global water cycle and water security Physicochemical properties of water quality, such as pH, temperature, turbidity, dissolved oxygen, electrical conductivity, and nutrient concentration (e.g., nitrate, phosphate), are typically considered standard indicators[50] [51]	Local water resources The chemical properties of water relating to the quality of clean water from local sources	The water quality of Lake Rawa Pening is crucial for providing clean water to the surrounding community	Target of Educational Level: Secondary education/Tertiary education Activity: Testing the dissolution of compounds (salt, sugar, oil) in water and observing water quality to model how solubility and miscibility influence water’s role in transporting nutrients and contaminants[52] Developed/Expected Content: This experiment demonstrates how water dissolves essential nutrients that support human life, explores the potential for water to serve as a nutrient source for plants and humans, and discusses the relationship between water quality and health
How do chemical compounds in water, such as nitrate, phosphate, and pesticides from the agriculture sector, affect food production and water quality?	The phenomenon of eutrophication occurs in freshwater ecosystems around the world The connection between fertilizers, pesticides, and water quality	Use of chemicals in local agricultural systems Impact of agricultural chemicals on local aquatic ecosystems	Elevated nitrate and phosphate levels in Lake Rawa Pening due to runoff from the surrounding agricultural land	Target of Educational Level: Secondary education Tertiary education Activity: Testing nitrate and phosphate levels using water testing equipment or spectrophotometry[53] [54] Developed/Expected Content: This experiment helps understand the impact of agricultural runoff on life-supporting functions and clean water supply
How do redox reactions in denitrification reduce nitrogen pollutants in wetlands?	The role of wetlands in mitigating global nitrogen pollution The concept of redox reactions in the nitrogen cycle	The function of redox reactions in local ecosystems is to reduce nitrogen pollution, especially in wetlands or swamps	Denitrification in Lake Rawa Pening helps reduce nitrogen levels resulting from agricultural waste	Target of Educational Level: Tertiary education Activity: Simulation of redox reactions using nitrate solution and reducing agents (e.g., zinc or iron to simulate the role of reducing microorganisms)[55] Developed/Expected Content: This experiment simulates the denitrification process in wetlands and demonstrates how nitrate is converted to gaseous nitrogen through redox reactions
How does the chemical composition of soil affect water retention and infiltration in flood mitigation?	Soil management in global flood mitigation Soil chemical structure and characteristics and water infiltration capacity	The effect of soil composition on water absorption capacity in local ecosystems	The role of soil around Lake Rawa Pening area in absorbing water and preventing seasonal flooding	Target of Educational Level: Secondary education/ Tertiary education Activity: Analyzing the ability of several types of soil from the local area to absorb water by the filtration method[56] [57] Developed/Expected Content: This experiment shows how soil supports the function of water regulation in flood mitigation by linking soil characteristics to the behavior of water in ecosystems
How do carbon cycles and greenhouse gases like CO₂ and CH₄ in aquatic ecosystems influence climate regulation?	The global carbon cycle and the contribution of greenhouse gases from aquatic ecosystems The impact of methane (CH₄) gas on climate change	The release of greenhouse gases from local aquatic ecosystems and their impact on the microclimate	Methane emissions from vegetation and sedimentation in Rawa Pening affect the local climate	Target of Educational Level: Secondary education/Tertiary education Activity: Measurement of CO₂ gas release from agitated water using carbonate or pH solution indicators[58] [59] Developed/Expected Content: The results of this experiment illustrate the release of greenhouse gases from water in natural ecosystems, relevant to the regulatory function of carbon as part of water-related ecosystem services
How do chemical processes in the carbon, nitrogen, and phosphorus cycles, such as nitrification and denitrification, affect water ecosystems?	Global biogeochemical cycles (carbon, nitrogen, phosphorus) The role of nitrification and denitrification in aquatic ecosystems	The impact of biogeochemical processes on the quality and function of local water ecosystems	Nitrification and denitrification in Lake Rawa Pening affect the growth of water hyacinth	Target of Educational Level: Tertiary education Activity: Observing the conversion of ammonium to nitrate as part of the nitrification process using simple chemical solutions[60] [61] Developed/Expected Content: This experiment provides a simple but relevant overview of how the nitrogen cycle supports the sustainability of aquatic ecosystems and the services they provide
How do chemical pollutants like heavy metals and organic compounds impact aquatic organisms and ecosystems?	Global chemical pollution, such as heavy metals and organic compounds Impact of pollution on aquatic ecosystems and biodiversity	The impact of chemical waste on local aquatic organisms and ecosystem balance	The impact of heavy metals from domestic and industrial activities around Rawa Pening on fish and plankton populations	Target of Educational Level: Secondary education/Tertiary education Activity: Heavy metal analysis using paper-based electrochemical sensors or the precipitation method with chemical solutions[62] [63] [64] Developed/Expected Content: This experiment helps understand the impact of chemical pollutants on habitat function and biodiversity in aquatic ecosystems
How do chemical pollutants affect the aesthetics and safety of water for recreation and tourism?	Water-based tourism globally Types of pollutants that may appear in tourism and recreation areas	The impact of pollution on the aesthetics and safety of local water ecosystems used for tourism or recreation	The decline in tourist appeal at Lake Rawa Pening is due to plastic pollution and organic waste	Target of Educational Level: Secondary education Activity: Direct observation of local water using visual indicators and organic pollution tests (KMnO₄ solution for organic oxidation)[65] Developed/Expected Content: This experiment identifies how pollution affects water-related ecosystem services’ tourism and recreational functions
How does pollution impact aquatic ecosystems that hold cultural or spiritual significance?	The impact of water pollution on aquatic ecosystems that have cultural and spiritual value in various parts of the world	The impact of water pollution on the social, cultural, or spiritual values of local ecosystems	Local cultural traditions, such as the Sedekah Bumi ritual performed by the community, may cause the pollution of Rawa Pening	Target of Educational Level: Secondary education/Tertiary education Activity: Water quality testing (pH, nitrate, phosphate) in the laboratory to analyze the effects of pollution on the sustainability of water ecosystems[66] [67] Developed/Expected Content: This simulation experiment examines the impacts of pollution on the cultural and spiritual functions supported by aquatic ecosystems

*Note

The references in the example activities illustrate basic chemical experiments that are not directly connected to WESs or a glocal perspective. They are provided as illustrations, with further adaptation required to integrate WESs and glocal perspectives into future teaching.

Each suggested activity is meant to conceptually show how the chemical process relates to the corresponding driving question and WESs.

A Proposed Model for Glocalizing Chemistry Teaching and Learning to Promote Water Literacy by Focusing on Water-Related Ecosystem Services

It is important to recognize that glocalization involves not just the local context but also the impact of that local context on the global community. Consequently, it is vital to develop strategies for modifying the curriculum to support glocalization. From the perspective of an educator, it is important to consider the following strategies:

1. Grasping local realities: Successfully adapting the curriculum for glocalization requires a deep understanding of the local environment, which includes a thorough knowledge of the area’s culture, history, language, and traditions.[42] Equipped with this knowledge, educators can carefully customize the curriculum to align with and respect the local culture and traditions. With this understanding, teachers can thoughtfully tailor the curriculum to honor and appreciate the local culture and traditions.

2. Incorporating global viewpoints: Comprehensive education requires blending local contexts with global perspectives, such as incorporating global climate science into locally tailored materials, as shown by Müller in the REDD+ initiatives for indigenous communities.[43]

3. Offering experiential learning opportunities: Experiential learning is suggested as a powerful method for encouraging glocalization, including activities such as field trips, service learning initiatives, and cultural immersion experiences.[44]

4. Promoting learners’ viewpoints: It is essential to encourage learners’ voices within the learning environment. Learners ought to have sufficient chances to share their thoughts and opinions, which helps cultivate critical thinking abilities and encourages a global-local perspective. An educator might ask learners to think about their experiences with different languages, allowing them to reflect on their encounters while also being introduced to various languages and cultures.[45] [46]

5. Leveraging technology: Technology can serve as a powerful tool to enhance glocalization. Educators have the opportunity to use technology to connect with classrooms around the world, share resources, and participate in joint projects. For instance, SnehAI, an AI chatbot in India, integrates global technology into local contexts, while Google Apps for Education adapts digital tools to local needs, offering chances for collaborative learning.[47]

Implementing strategies that promote a glocalization perspective in education allows learners to actively participate in addressing the environmental challenges facing their communities. In chemistry learning, this can involve emphasizing the specific context of each place and community to enhance water literacy. Here, of course, the focus is on WESs. As illustrated in [Fig. 3], through the Recognition, Exploration, Sharing, and Action-taking (RESA) stages, learners are encouraged to understand and engage with water issues in their local environment.[48]

Fig. 3 A model of Place- and Community-based Education (PCE) to promote water literacy. Adapted from Kim et al. (2020).[48]

The process of the suggested PCE model starts with identifying water-related challenges in local resources, which is then complemented by investigations via on-site testing or laboratory experiments. Following this, learners contribute their ideas to create a collective understanding and eventually engage in actions to preserve vital WESs. In a school or college setting, it is proposed that utilizing this model could potentially motivate students to investigate and talk about water-related topics, comprehend their effects on nearby communities, and create practical solutions. In this case, the principle of “Think globally, act locally” or “Think locally, act globally” can be truly considered. When interacting with the community, learners collaborate with local residents to recognize, explore, and tackle the water issues they encounter. By combining practical experiences with school or college, place, and community initiatives, learners acquire not only scientific understanding but also essential social capabilities related to WESs. This proposed model allows learners to make informed choices regarding water utilization and conservation, linking scientific understanding with actionable steps that support the sustainability of water resources and the benefit of the community.

Conclusions

This review demonstrates that WESs offer a valuable way to connect chemistry learning with real-world environmental and social contexts. WESs can serve as a foundation for exploring various chemistry-related driving questions. By integrating local case studies with global sustainability challenges through a glocalization perspective, educators can foster participatory water literacy, helping students understand the relevance of chemistry in addressing real-world water issues.

For curriculum design, educators can integrate WES-focused case studies, modules, discussion questions, and problem-based activities that link chemistry topics to local water issues and their wider implications. For teacher training, professional development programs could emphasize understanding of WESs, glocal perspectives, and strategies for place- and community-based learning. Such preparation enables teachers to guide students in exploring both the scientific and societal dimensions of water-related issues. More broadly, adopting this approach supports sustainability education by encouraging learners to recognize the connections between local actions and global environmental outcomes. For example, learners can analyze chemical phenomena in their environment and then relate them to global issues such as climate change, pollution, or resource sustainability. Activities in the proposed PCE model can include discussions about ESs that support environmental balance, such as the role of chemical compounds in the water cycle. Thus, learners not only learn chemical concepts in depth but also understand the relevance of chemistry in maintaining a harmonious relationship between humans and the environment.

Thus, it is suggested that the perspectives discussed in this article should be more thoroughly addressed in chemistry education at all levels, from school to higher education. A corresponding knowledge and sensitivity are needed for future chemists, future chemistry teachers, stakeholders responsible for water use in industry or agriculture, and within the general public.

Muhamad Imaduddin

Muhamad Imaduddin: Since 2023, he has been a doctoral student at the Department of Chemistry and Biology, the Institute for Science Education at the University of Bremen, Germany. He has been a chemistry lecturer in the prospective teacher training program at Universitas Islam Negeri Sunan Kudus, Indonesia, since 2018. His research interests include education for sustainable development, water education, chemistry education, and environmental science.

Ingo Eilks

Ingo Eilks: Since 2004, he has been a professor in chemistry education at the Department of Chemistry and Biology, the Institute for Science Education at the University of Bremen, Germany. His research interests encompass among others: participatory action research in science education, teaching and learning the particulate nature of matter, cooperative learning, education for sustainable development, socio-critical and problem-oriented science education, teachers’ beliefs, science teachers’ PCK, and innovations in higher chemistry education.

Contributorsʼ Statement

Muhamad Imaduddin: Conceptualization, Formal analysis, Funding acquisition, Methodology, Project administration, Resources, Visualization, Writing - original draft, Writing - review & editing. Ingo Eilks: Conceptualization, Formal analysis, Methodology, Resources, Supervision, Writing - original draft, Writing - review & editing.

Conflict of Interest

The authors declare that they have no conflict of interest.

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Publikationsverlauf

Eingereicht: 18. August 2025

Angenommen nach Revision: 16. Oktober 2025

Artikel online veröffentlicht:
13. November 2025