Climate change continues to be a priority on the international agenda. However, stakeholders in the education sector in Kazakhstan have an inadequate understanding of education's part in the climate change initiative and what addressing climate change through education entails. This study investigates the integration of sustainable and holistic pedagogy in Chemistry classrooms. The proposed research design for this study is the convergent mixed-method design, and the participants (n=40) will be Chemistry teachers from Nazarbayev Intellectual School. The expected outcome is that Chemistry teachers are unfamiliar with Green Chemistry principles. The implications of the findings provide a foundation for educationalists to improve curriculum development toward environmental protection.

Kazakhstan faces many environmental issues because of the increase in the volume of waste, natural disasters, land degradation (water, wind), deficiency of water resources, air pollution, greenhouse gases, and technological innovations. It necessitates immediate and pragmatic approaches in Chemistry education. According to the United Nations (2022), education is an indispensable resource in the campaign against climate change. It inspires individuals to change their behaviours and attitudes and make informed decisions crucial in the fight against climate change and related environmental problems (Moseley et al., 2019). Leal and Hemstock (2019) also noted that education as a process helps young people better understand and address the effects of global warming. It also fosters better behaviours and attitudes to support the initiatives towards the fight against climate change and embracing a changing environment.

Stakeholders in the education sector in Kazakhstan have an inadequate understanding of education's part in the climate change initiative and what addressing climate change through education entails (Mochizuki & Bryan, 2015). Embracing sustainable Chemistry education is proposed as a viable solution to involve education in the fight against climate change actively. This study focuses on Green Chemistry, a form of sustainable Chemistry education that embraces the need to prepare students for environment-friendly knowledge critical to solving societal problems while protecting the environment. Therefore, there is a need to provide adequate knowledge of Green Chemistry for every Chemistry teacher in Kazakhstan.

Even though education's role in addressing climate change challenges is increasingly acknowledged, the education system remains underutilised as a strategic tool to adapt and mitigate climate change. Educationalists in most countries globally, including Kazakhstan, are yet to formulate a coherent model for climate change education (Mochizuki & Bryan, 2015). It raises the need to research the integration of sustainable and holistic pedagogy in Chemistry classrooms to develop responsible citizens who apply Green Chemistry principles to solve persistent environmental issues. Integrating environmental education has improved our understanding of handling impurities and their effects. Nevertheless, the extent of incorporation in the science curriculum is not widely known in Kazakhstan (Suyundikova, 2019). Nazarbayev Intellectual School (NIS) aims to introduce a Sustainable Curriculum to close this gap by investigating the integration of holistic and sustainable pedagogy in Chemistry classrooms (Suyundikova, 2019). This study investigates the integration of sustainable and holistic pedagogy in Chemistry classrooms.

 It will address the following research questions:

1. What are the perceptions of high school chemistry teachers in Kazakhstan regarding green chemistry education?
2. What is the level of knowledge of high school chemistry teachers in Kazakhstan about green chemistry education?
3. What are the main challenges faced by high school chemistry teachers in Kazakhstan when implementing green chemistry education in the classroom?
4. Based on the findings, what recommendations can be made to improve green chemistry education for high school chemistry teachers in Kazakhstan?

Research Design: The proposed research design for this study is the convergent mixed-method design. The researcher will combine qualitative and quantitative research designs. Data analysis will integrate both forms of data to establish if the data confirms or disconfirms each other. Participants: The participants will be Chemistry teachers from Nazarbayev Intellectual School. Sampling: The researcher proposes using simple random sampling (SRS) in this study. It implies that each sampling unit of the respondents has an equal chance of getting selected (Peregrine, 2018). The researcher will hand-pick a sample from the target population based on the principle of randomisation, for instance, random chance or selection. The target sample size is (n=40). Research Instruments: Regarding quantitative data collection and analysis, this study will adopt a descriptive survey research design using the Perception and Attitude of Chemistry Teachers towards Integrating Green Chemistry Principles Questionnaire (PACTIGCPQ). High School Test Questionnaire will also be used to evaluate respondents' Green Chemistry knowledge. A survey questionnaire will be used to establish the perception of the significance of Green Chemistry and rated on a 3-point Likert scale. The study will use mean, T-test statistical tools, simple percentages, and standard deviation to evaluate this data. In regards to qualitative data collection and analysis, qualitative data will be collected and analysed independently yet simultaneously with the quantitative research. A semi-structured, open-ended instrument and physical interviews will be done. The interviews will last for at least 30 minutes. The six-phase Thematic Analysis will be used to evaluate the collected data. Data Analysis: A convergent data analysis approach will be used. The researcher will evaluate findings from qualitative and quantitative phases to establish complementarity, convergence, or contradictions. Sources of Information: The primary sources of information will include legal and historical documents, audio and video recording from interviews, and statistical data. Secondary sources will include scholarly articles, books, edited works, course textbooks, and review research works.

The findings provide a foundation for educationalists to improve curriculum development toward environmental protection. The research findings' significance is that they guide education institutions on the approaches they need to make curriculum reforms to integrate sustainability and green chemistry principles into the teaching of chemistry. Additionally, the study aims to enhance teachers' knowledge and awareness of green chemistry principles, fostering a positive attitude towards sustainable chemistry education. By understanding the perceptions and knowledge of high school chemistry teachers in Kazakhstan regarding green chemistry education, this research aims to address several expected outcomes. These outcomes include: 1) Identifying the current level of knowledge and understanding of green chemistry principles among high school chemistry teachers in Kazakhstan; 2) Exploring the challenges and barriers faced by high school chemistry teachers in implementing green chemistry education in their classrooms; 3) Examining the perceptions of high school chemistry teachers on the importance and relevance of green chemistry education in the context of sustainable development; and 4) Assessing the available resources and support for high school chemistry teachers in Kazakhstan to incorporate green chemistry principles into their teaching. By analyzing the data collected from surveys and interviews, the study aims to provide a comprehensive understanding of the perceptions, knowledge, and challenges of high school chemistry teachers in Kazakhstan related to green chemistry education.

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