Green chemistry education driving sustainability transformationsFerk Savec, Vesna (Avtor) Mlinarec, Katarina (Avtor) chemistry educationcompetencies for advancing sustainability transformationseducation for sustainable developmentgreen chemistryteaching-learning approachesA framework of competencies for advancing sustainability transformations outlineseight key competencies (systems-thinking, futures-thinking, values-thinking,strategies-thinking, implementation, interpersonal, intrapersonal, and integrationcompetencies). The present review aims to identify which of these competencies ismost frequently emphasized in the literature within the context of green chemistryeducation, at which educational levels, and which teaching-learning approaches areused. The literature review covered 196 articles (published in the period 2015–2024)indexed in the Web of Science, Scopus, and ERIC databases, following the PRISMAguidelines. After applying the inclusion and exclusion criteria, 72 articles wereselected for in-depth analysis. The findings showed that systems-thinking (n = 53),implementation (n = 48), and strategies-thinking (n = 33) competencies were the mostfrequently emphasized, whereas values-thinking (n = 11), integration (n = 10) andintrapersonal (n = 5) competencies were the least addressed. Most studies focused ontertiary education, particularly non-pedagogical programs (n = 58). Meanwhile,laboratory-based (n = 33) and hands-on-based (n = 20) approaches were frequentlyaddressed. These findings highlight the need to systematically integrate varioussustainability competencies into green chemistry education across all educationallevels – especially lower levels, future teacher education, and in-service teacher training.20262026-07-02 07:45:33Članek v reviji184221sl