Perceptions of Chemistry Teachers on Sustainable Development Goal Four in Nigeria: Implications for Curriculum Innovation

This study explores the perceptions of chemistry teachers in Nigeria regarding Sustainable Development Goal (SDG) four, which focuses on ensuring inclusive and equitable quality education. The study aims to understand how chemistry teachers perceive their role in achieving SDG four and to identify the challenges they encounter in integrating sustainability concepts into their teaching practices. The theoretical framework for the study is based on Education for Sustainable Development (ESD), which emphasizes the role of education in promoting sustainability. A descriptive survey design was adopted, and data was collected from 100 chemistry teachers using a 10-item structured questionnaire. The findings revealed that the teachers generally held positive perceptions regarding their contribution to SDG four, particularly in areas such as education for sustainable livelihoods, critical thinking, and human rights. However, the study also identified several challenges, including insufficient training, inadequate teaching resources, and lack of curriculum innovation, which hinder the effective integration of sustainable development concepts into chemistry education. The Chi-square test confirmed that the perceptions and challenges faced by the teachers were significant. Based on these findings, the study recommends improving in-service training for teachers, introducing curriculum innovations that incorporate sustainable practices, and enhancing laboratory facilities and resources to support effective chemistry teaching. These recommendations are aimed at aligning chemistry education with SDG four and contributing to the overall goal of sustainable development in Nigeria.