TEACHERS’ PERCEPTIONS OF INTEGRATING SUSTAINABILITY INTO MALAYSIAN MATRICULATION CHEMISTRY EDUCATION: A QUALITATIVE NEEDS ANALYSIS

Abstract

Sustainability has become a central priority in global education reform in response to escalating environmental, social, and economic challenges. Although Education for Sustainable Development has been widely promoted internationally, its integration within Malaysian pre-university education remains limited. In particular, sustainability is not explicitly prioritised within the Malaysian National Education Blueprint (2015–2025), resulting in fragmented implementation at the matriculation level. This study investigates matriculation chemistry lecturers’ perceptions, challenges, and instructional needs regarding the integration of sustainability dimensions into chemistry education. A qualitative needs analysis was conducted using semi-structured interviews with eight experienced matriculation chemistry lecturers. The data were analysed through thematic analysis, generating 46 initial codes that were consolidated into 12 categories and synthesised into three overarching themes: (1) repositioning chemistry through sustainability, (2) conceptual and structural barriers, and (3) instructional and structural supports. Findings reveal a perceived tension between examination-oriented curriculum structures and the transformative aspirations of sustainability-oriented instruction. Lecturers recognised sustainability integration as a means of enhancing chemistry’s relevance, promoting responsible citizenship, and fostering higher-order competencies. However, limited conceptual clarity, curriculum ambiguity, and structural constraints restrict systematic implementation. Participants emphasised the need for structured pedagogical guidance, professional development, inquiry-based instructional strategies, and authentic assessment approaches aligned with sustainability competencies. This study contributes context-specific evidence to inform curriculum reform and the development of a sustainability-integrated chemistry pedagogical module within examination-driven education systems.