A Sustainability-Oriented Model for Developing Students' Decision-Making in Chemistry Education

This study examines the effectiveness of a sustainability-oriented instructional model for developing students’ evidence-based decision-making skills in chemistry education. Grounded in competency-based pedagogy and education for sustainable development, the model integrates inquiry-based learning, socio-scientific issues, and structured decision-making within real-life contexts. A quasi-experimental mixed-method design was conducted with 124 secondary school students divided into experimental and control groups. Quantitative data were collected through pre- and post-tests measuring scientific literacy and decision-making competence, while qualitative data included classroom observations, reflective journals, and interviews. Results showed statistically significant improvements in the experimental group in scientific reasoning, use of evidence, evaluation of alternatives, and justification of decisions (p < 0.05), along with increased engagement and sustainability awareness. The study proposes an integrated pedagogical model that connects chemistry learning with real-life decision-making and highlights implications for curriculum design, assessment reform, and competency-based science education.