This study examines the integration of Green Chemistry principles in secondary school chemistry textbooks in Germany (Berlin and Brandenburg), focusing on the extent, depth, and pedagogical approaches used to convey sustainability concepts. Through content analysis of 15 textbooks, we assessed the presence of each Green Chemistry principle and categorized the instructional methods. Results show frequent representation of principles such as waste prevention and energy efficiency, but limited coverage of others, including atom economy and design for degradation. The textbooks primarily employ expository methods, with few interactive, inquiry-based activities to engage students. These findings suggest the need for a more balanced, comprehensive approach to Green Chemistry in educational materials, alongside increased emphasis on active learning. Recommendations include standardizing Green Chemistry content across textbooks and enhancing practical applications aligned with sustainability education goals. Offering a replicable framework, this research supports global efforts to strengthen Green Chemistry education and prepare students to address environmental challenges.
Man et al. (2026) studied this question.