Rethinking the function of green metrics in green analytical chemistry education: From scoring to understanding

Green Analytical Chemistry (GAC) metrics are widely used to assess the greenness of analytical methods and are increasingly being incorporated into educational activities. However, when presented primarily as scoring tools, they may encourage students or trainees to focus on numerical optimization rather than deeper analytical reasoning. This exploratory mixed-methods study examines the pedagogical role of green metrics in GAC training across multiple learning contexts. This study is presented as an empirical investigation guided by perspectives that combines insights from literature with evidence from actual educational environments. Data were collected between 2024 and early 2026 from a master’s degree course at University of Hormozgan (Iran) and workshops held in Chiang Mai University and Chulalongkorn University (Thailand) and Qatar University (Qatar) using method comparison activities and pre- and post-evaluation surveys. Descriptive analysis of participant responses revealed that after training, learners were less likely to equate higher green scores with better analytical methods and suggested greater ability to explain methodological trade-offs and contextual factors affecting sustainability. At the same time, some score-oriented behaviors persisted, suggesting that metrics can both support and constrain learning. The results of this educational study which combined descriptive survey data with qualitative classroom observations suggest that green metrics are not educationally neutral. Their educational impact depends strongly on the educational context. Metrics, when incorporated into guided comparison, discussion, and workflow-based reasoning, can support a reflective understanding of sustainability in analytical chemistry. These findings support the repositioning of green metrics as tools for analytical reasoning rather than numerical evaluation endpoints.