Societal issues sustainability development

Problems to be solved are related to membrane stability (of polymeric membranes, but also the development of hydrophobic ceramic nanofiltration membranes and pervaporation membranes resistant to extreme conditions), to a lack of fundamental knowledge on transport mechanisms and models, and to the need for simulation tools to be able to predict the performance of solvent-resistant nanofiltration and pervaporation in a process environment. This will require an investment in basic and applied research, but will generate a breakthrough in important societal issues such as energy consumption, global warming and the development of a sustainable chemical industry. 

There is therefore now a real awareness of a need for sustainable development around various societal and economic issues. Imposed by regulations and required by customers, analysis of the lifecycle and green chemistry for a new environment have become essential and require new tools of innovation, as demonstrated by Sylvain Caillol (see Chapter 5). 

If we now consider prototypical chemistry-related issues from the debate about sustainable development and green chemistry many of them meet these criteria. Chemistry-related issues of sustainable development, like a more intense production and use of alternative fuels or bioplastics, are discussed in mass media. Regulations on their use will potentially have an impact on the students consumer choices. The use of alternative fuels or bioplastics is still controversial pro and con arguments are given in societal debate and can be used in students open debate. And, finally, these issues are definitely questions of chemistry and technology corresponding arguments are used in public debate. 

Since chemistry is central for modern life and society chemistry education receives a special responsibility for contributing to ESD in formal and non-formal education. General and domain-specific knowledge and skills are to be developed to enable the individual to assess new chemistry-based products and technologies in their own life and in the society in which they live and operate, as well as to react appropriately. All students need to develop corresponding skills irrespective of whether or not they will later embark on a career in science and technology. All of them will become future citizens and need well-developed abilities for participation in societal debate and decision concerning issues of sustainable development. 

Starting from what the students already know, the teacher will guide the students to understand the activity why it is important, what they will learn during the activity and afterward, and how the knowledge will be translated into engineering practice, and so on. We can also include discussions about the community s relations with the economic system, cultural and societal issues relevant for them. The teacher will facilitate an introduction to engineering, sustainability, and basic research skills to help the students in their self-development process. 

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