Green Chemistry Education In The Emerging Economies In Asia

This paper aims to investigate and synthesize literature exploring the current state of Green Chemistry Education (GCE) in emerging economies Asia determine what has been done continuing projects for promotion (GC). The researchers used integrative review approach examine qualitative, quantitative, mixed methods empirical theoretical related GCE. includes (a) problem identification, (b) search structured literature, (c) data evaluation, (d) analysis, (e) presentation findings. Published studies revealed that most initiatives integrating GC principles focused on secondary tertiary levels but not graduate non-chemistry-related courses. Most its progress observed Organic General Chemistry. Results also barriers hampered GCE are pedagogical resources (insufficient or unavailability time, financial technological resources) content knowledge (misconceptions about GC, lack expertise, need update technical knowledge). It can be concluded even initial stage implementation green chemistry education Asia, despite numerous documented barriers, proactive efforts being made by institutions individuals who tenaciously advocating chemistry. These enriched through various educational programs, learner-centered practices, strategies enhance teachers’ students’ skills. Finally, economics is a major factor determining country’s as economic condition credited outstanding dismal achievements.