The essence of the current reform in science/chemical education, worldwide, is a paradigm shift from algorithmic/imparting knowledge-type teaching to higher-order cognitive skills (HOCS) learning. In the context of education in environmental chemistry (EEC), the ultimate target is the STES-literate graduate, capable of evaluative thinking, decision making, problem solving and taking a responsible action accordingly. …

…Environmental literacy requires the integration of environmental sciences into core chemical courses as well as the development and implementation of HOCS-promoting teaching strategies and assessment methodologies in chemical education …(and) The development of students’ HOCS for transfer, followed by assessment of ‘HOCS performance’; is the task ahead for meaningful EEC…

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Ensuring sustainable development requires, .. a radical change in the “environmental behavior” and “thinking environment” of individuals, groups, institutions, industry, social organizations, politicians, and governments. Therefore, HOCS learning constitutes a prerequisite. … The question is how to contribute to this end in the context of chemistry and environmental education.

In view of the above, a ‘call for papers’ for a special Theme Issue of Chemistry Education: Research and Practice (CERP) was issued, inviting contributions on the theme of chemistry and environmental education of two kinds: (a) research based; (b) practice-oriented papers …

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This peer-reviewed Special Theme Issue .. consists of seven papers, contributed by Eichler, Lubezky, Morgil, Petrou, Schallies, Scoullos, Tal et al., constituting a spectrum of appropriate responses to the above subjects in different contexts. As such, they contribute meaningfully, so we believe, to the research, theory and practice in chemistry and environmental education, education in environmental chemistry and STES-oriented science education. The time is ripe for taking action accordingly in chemistry education.