Teacher Training Guidelines on Green Chemistry Based on the Technological Pedagogical Content Knowledge (TPACK)

Abstract

This study developed an expert-consensus-based guideline to address teacher preparedness in implementing green chemistry and sustainability goals in Malaysian education. It is structured around the three Technological Pedagogical Content Knowledge (TPACK) basic domains: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK). To ensure equal participation and build a structured consensus via online from a multidisciplinary expert panel, a descriptive research design was implemented using the modified Nominal Group Technique (mNGT). There are seven experts across Green Chemistry, pedagogy, educational technology, and curriculum who participated in this study. The research undergoes five steps, including an introductory session, idea generation, online group discussion, voting, and findings presentation to collect data. The data were analyzed using descriptive statistics (scores, percentages). Key findings regarding TPACK identified the following priorities: for CK, four Kurikulum Standard Sekolah Menengah (KSSM) chemistry topics, two GC principles, and four training supports; for PK, four teaching approaches and eight PK training supports; and for TK, two immersive technologies, three digital tools, and four training supports. The proposed green chemistry training guideline, as a roadmap for the Ministry of Higher Education, prepares teachers to integrate green chemistry concepts into chemistry classroom instruction.