Understanding the importance and scarcity of critical raw materials (CRMs) is essential for preparing students to engage with sustainability challenges in chemistry. This study examined whether CRM-focused instructional activities could (1) improve students’ environmental attitudes and (2) enhance their perceptions of sustainable development. A total of 418 General Chemistry students interacted with a web-based learning environment introducing 54 CRMs from the 2021 U.S. Geological Survey database. The intervention consisted of a one-week sequence of individual exploration and structured group activities connecting CRM properties to technological applications and supply risks. Pre- and post-surveys measured changes in environmental attitudes and sustainable development perceptions using validated Likert-scale instruments. Statistical analyses showed a statistically significant but modest increase in students’ environmental attitudes following the intervention, indicating strengthened concern for environmental issues and conservation. In contrast, perceptions of sustainable development did not significantly change, suggesting that broader systems-level thinking may require more extended or explicit instruction. These findings highlight the promise of integrating CRMs into introductory chemistry contexts to promote environmentally conscious mindsets while identifying the need for additional pedagogical strategies to deepen students’ understanding of sustainable development. Practical implications for instructors and curriculum designers are provided to support the incorporation of real-world resource challenges into chemistry education.
Mustafa et al. (Thu,) studied this question.