INCLUSION AND IMPACT OF GREEN CHEMISTRY TO CHEMISTRY EDUCATION LANDSCAPE: A BIBLIOMETRIC ANALYSIS FROM 2000-2024

This paper analyzes the changes in chemistry education landscape as green chemistry is integrated into the science curriculum from 2000-2024. With the aid of VOS viewer, this bibliometric analysis uses 619 articles extracted from Scopus. The findings suggest that green chemistry studies were scanty in the first decade due to limited international collaboration among authors, organizations, and countries. There is a steady but fluctuating increase in article counts starting 2010. Authors from the US, UK, Germany, and Canada are found to be the most prolific in green chemistry studies and their research were also the most cited. The Journal of Chemical Education in the US dominates the publication of green chemistry studies, with China and India being the leaders in Asia. The most active and prolific institutions and organizations that promote green chemistry are also found in the US, UK, Canada, and Germany. Further, the trend in green chemistry core topics indicates a shift to laboratory instruction, hands-on learning, education, and sustainability. Moreover, the results show that initiatives in green chemistry instruction are mostly driven by institutional objectives based on their government goals. In developing countries, more professional development programs and advanced training in green chemistry are required due to lack of experts and theoretical foundations. Overall, the chemistry education landscape has accommodated green chemistry in response to government regulations on greener chemicals and technologies.