General Description 

This article explores the importance of integrating environmental aspects into subject programs as a critical step toward fostering sustainable development. The study examines how chemistry education, particularly within the framework of Nazarbayev Intellectual Schools (NIS), can be transformed through competency-based approaches that align with 21st-century educational demands. By incorporating real-world applications, STEM principles, and competency development, chemistry education can become more meaningful, engaging, and responsive to global sustainability challenges.

The research focuses on the system of learning objectives in the chemistry subject program at both secondary and high school levels. A key aspect of the study is the evaluation of the representation of the UN Sustainable Development Goals (SDGs) within the curriculum. The analysis aims to identify existing gaps and opportunities for more comprehensive inclusion of sustainability-related competencies in chemistry education. By mapping curriculum elements against SDG targets, the study highlights areas where improvements can be made to ensure that students acquire the knowledge and skills necessary to address environmental issues effectively.

In addition to curriculum analysis, the study investigates the role of contemporary pedagogical strategies in enhancing students' environmental awareness. The research emphasizes the use of inquiry-based learning, problem-solving approaches, and interdisciplinary connections as essential tools for fostering critical thinking and application of chemistry concepts to real-world environmental challenges. By leveraging these strategies, educators can create a learning environment that encourages students to adopt a conscious approach to sustainability and actively engage in problem-solving related to environmental issues.

The study underscores the significance of interdisciplinary connections in making chemistry education more relevant and impactful. Integrating chemistry with subjects such as biology, geography, and economics can provide students with a holistic perspective on sustainability issues. For instance, linking chemical reactions to ecological impacts, waste management strategies, and renewable energy solutions enables students to see the interconnectedness of scientific principles and environmental responsibility.

In conclusion, this research highlights the transformative potential of competency-based approaches in chemistry education, particularly when aligned with sustainability goals. By incorporating environmental aspects into the curriculum, fostering interdisciplinary learning, and employing innovative pedagogical strategies, chemistry education can play a pivotal role in shaping environmentally literate and socially responsible individuals. 

Research Questions:

• How effectively do the chemistry subject programs in NIS secondary and high schools incorporate the UN Sustainable Development Goals (SDGs)?

• What are the existing strengths and gaps in the representation of SDGs within the NIS chemistry curriculum?

• How do currently implemented competency-based approaches in NIS chemistry education enhance student engagement and understanding of sustainability concepts?

• What challenges and opportunities arise in integrating SDG-related competencies within the chemistry curriculum?

• How do active teaching methods in chemistry contribute to the development of students' problem-solving and critical-thinking skills in addressing real-world environmental issues?

Objectives:

• To analyze the alignment of NIS secondary and high school chemistry curricula with the UN Sustainable Development Goals (SDGs).

 • To evaluate the effectiveness of competency-based approaches in enhancing students’ scientific literacy and ability to address sustainability challenges.

• To identify successful strategies and active learning methods that integrate SDG-related competencies into chemistry education.

• To assess how competency-based chemistry education fosters transferable skills such as critical thinking, collaboration, and adaptability.

Theoretical Framework: Theoretical Framework: The research is based on environmental education and competency-based learning theories. Vygotsky’s socio-cultural approach highlights collaborative learning in developing environmental awareness, while Piaget’s constructivism fosters active engagement with chemical concepts. The competency-based framework ensures the integration of sustainability principles into chemistry education, promoting responsible decision-making and real-world application of knowledge to address environmental challenges.

Methods/Methodology (up to 400 words): A mixed-methods approach is employed to analyze how chemistry education fosters environmental awareness through curriculum content and pedagogical strategies. Quantitative Methods: • Analysis of student performance data, including test scores and assessments related to environmental chemistry topics. • Surveys of students and teachers to evaluate perceptions of the effectiveness of environmentally focused chemistry instruction. • Content analysis of the NIS chemistry curriculum to assess the integration of environmental topics and determine the number of objectives aligned with the UN Sustainable Development Goals (SDGs). Qualitative Methods: • Classroom observations to document teaching practices that integrate environmental issues into chemistry lessons. • Semi-structured interviews with teachers, students, and curriculum developers to explore challenges and successes in implementing ecological concepts within chemistry education. • Comparative analysis of the NIS chemistry curriculum to identify best practices and gaps in fostering environmental awareness. Sample: The study focuses on NIS schools in Kazakhstan, which emphasize competency-based and STEM-integrated education. Participants include chemistry teachers, students, and curriculum developers involved in designing and implementing environmentally focused chemistry curricula. Data Analysis: Quantitative data is processed using statistical tools to identify trends in student performance and attitudes toward environmental chemistry. The content analysis of the curriculum quantifies the alignment of chemistry education with the UN SDGs. Qualitative data is coded and thematically analyzed to provide a deeper understanding of how chemistry education contributes to the formation of environmental awareness.

Expected Outcomes/Results The study is expected to yield the following results: • Evidence that integrating environmental topics into chemistry education enhances student engagement and awareness of ecological issues. • Improved problem-solving and critical thinking skills as students apply chemistry knowledge to real-world environmental challenges. • Identification of best practices for incorporating sustainability principles into chemistry teaching through active learning and interdisciplinary approaches. • Recommendations for curriculum development to strengthen environmental education in chemistry and scale successful strategies to other educational contexts. These findings aim to contribute to global discussions on sustainability in education, offering insights for educators, policymakers, and curriculum designers on effectively integrating environmental awareness into STEM learning.

•Mustafa Hamalosmanoglu, 2012, The place of environmental education in science education curricula in Turkey, page 1-2. •MIU Florentina, MIU Barbu,2014, An Inter-disciplinary Approach in Teaching Geography,Chemistry and Environmental Education, page 1-3 •AEO «Nazarbayev Intellectual Schools» Educational Programme – NIS-Programme, Subject Programme for Chemistry, (grades 7-10) •AEO «Nazarbayev Intellectual Schools» Educational Programme – NIS-Programme, Subject Programme for Chemistry, (grades 11-12)