This paper presents a problem-based learning (PBL) framework designed to enhance sustainable chemistry education through a simulated student startup model. Implemented in the MSc Sustainable Chemistry programme at UCL, the activity uses polyethylene terephthalate (PET) as a case study to explore circular economy principles and green chemistry strategies. Students adopt professional roles within startup teams to collaboratively design sustainable production and recycling processes. Delivered in a flipped classroom format, the model promotes active learning, career awareness, and interdisciplinary skill development. Preliminary results from two pilot cohorts show high engagement and positive student feedback, with many graduates pursuing careers in sustainability-focused roles. While the sample size limits generalisation, the model demonstrates strong potential for broader application. Future directions include scaling to larger cohorts, adapting the framework to laboratory-based modules, and fostering cross-institutional collaboration. This approach offers a flexible and impactful template for embedding sustainability and circularity into chemical education.
David Palomas (Sun,) studied this question.