Abstract Against the backdrop of frequent global scientific issues, chemistry education is facing a triple tension among the systematic nature of knowledge and the complexity of problems, the disciplinary boundaries and the interdisciplinary nature of issues, and value neutrality and the intervention of responsibility. Based on the Stockholm Future Chemistry Declaration and IUPAC’s Guiding Principles of Responsible Chemistry, it is proposed that chemistry education should shift from knowledge transmission to systems thinking, from discipline-centeredness to problem integration, and from ethical neutrality to value intervention as a path of value reconstruction. Furthermore, practical pathways should be built from three aspects: issue-driven curriculum organization, presentation of systems thinking content, and the reciprocal relationship between research and teaching, providing theoretical support and an action framework for cultivating chemistry talents capable of addressing complex global challenges.
ZHANG Si-Fang, ZHANG Shi-Hao, WANG Jie, SHI Qian-Wei. Reconstructing Value of Chemistry Education and Its Practical Pathways from the Perspective of Global Scientific Issues for Sustainable Development[J]. Chinese Journal of Chemical Education, 2026, 47(19): 111-118.
