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This study describes a simple green one-pot synthesis of the Palladium Nanocatalyst (PdNC) using the crude extract of a seaweed Saragassum cervicorne (S. cervicorne). The formation of PdNC was monitored by Ultraviolet-visible (UV-Vis) spectroscopy. The characteristic functional groups of phytochemicals in extract and capped PdNC surfaces were identified by FTIR analysis. The Scanning electron microscopy (SEM) analysis of the extract revealed the smooth surface area while that of the catalyst was found to be rough and irregular whereas Energy-dispersive X-ray spectroscopy (EDS) confirms the existence of Pd in the catalyst. The powder X-ray diffraction (XRD) analysis confirmed the crystalline nature of PdNC with a cubic face-centred structure. The transmission electron microscopy (TEM) was used to record the images of PdNC with a particle size of 3.131 to 16.45 nm. TGA reports reveal the degradation of the PdNC occurred at 197.8 °C. The catalytic activity PdNC was tested against the reduction of hazardous azo-dyes such as Congo red (CR), Methyl orange (MO) and Methyl red (MR) with NaBH4 as electron donor. The PdNC catalysed azo-dyes in presence of aqueous NaBH4 and was examined by UV–visible spectroscopy where PdNC mediated the electron transfer from NaBH4 to azo-dyes as a carrier. The maximum degradation was observed for Methyl Orange (0.08 mM) of about 99.66% with 60 μg/μL PdNC. Congo red (0.1 mM) showed the highest degradation of 99.25% with a catalyst loading of 40 μg/μl while that of Methyl red (0.1 mM) with 80 μg/ μL catalyst was 95.45%. The preparation of catalyst using water and exploiting water-soluble components of S. cervicorne as reducing agents makes this one-pot preparation of catalyst a novel approach for the preparation of Pd nanocatalyst. The replacement of non-toxic solvents, as well as the use of unexplored brown seaweed, is of primary importance from an economic as well as environmental perspective. Therefore, the newly prepared PdNC is a promising catalytic material obtained by the green facile synthetic method and exhibit enhanced catalytic activity in stimulation on the reduction of harmful azo dyes.

The uniqueness of the karst topography of Kinta Valley is the result of the spectacular shaped steep-sided limestone towers. The instability of these hillslopes however, may affect the vulnerability of the surrounding area. This paper presents the results of slope stability assessment by using kinematic analysis to investigate the possible failure modes of 7 slopes in Gua Naga Mas (GNM1, GNM2 and GNM3), Gua Kandu (GK1, GK2 and GK3) and Gua Tempurung (GT) located in the southern part of the Kinta Valley, Ipoh, Perak. From the results of the slope stability assessment, it was determined that planar failure and wedge failure were the main failure modes. The GNM1 slope of Gua Naga Mas consist of four wedge failures and a planar failure with dip directions/dip angles of 005⁰/54⁰, 354⁰/59⁰, 124⁰/52⁰, 360⁰/50⁰ and 063⁰/70⁰ respectively. The GNM2 slope consists of a wedge failure with the dip direction/dip angle of 021⁰/64⁰. Two wedge failures and a planar failure were identified on slope GNM3 with the respective dip directions/dip angles of 336⁰/49⁰, 301⁰/68⁰ and 270⁰/71⁰. The GK1 slope for Gua Kandu consists of wedge and planar failures with dip directions/dip angles of 231⁰/49⁰ and 217⁰/49⁰ respectively. The mode of failure at GK2 slope was identified as wedge failure with the dip direction/dip angle of 154⁰/44⁰. No mode of failure was identified on slope of GK3. Slope GT of Gua Tempurung was identified to have two wedge failures with dip directions/dip angles of 011⁰/49⁰ and 321⁰/48⁰ respectively.

In Malaysian education, an approach to inculcate Environmental Citizenship (EC) comprising positive attitudes and pro-environmental behaviour is to try and improve Sustainable Development (SD) awareness based upon knowledge of the environment, social, cultural, and economic domains. However, will the increase of knowledge of these domains suffice for enhancing EC? The paper discusses a 2019-2020 nationwide survey conducted to determine the EC status and SD awareness. The study had 1976 respondents, and statistical analysis revealed that the overall self-perceived EC and SD awareness levels were high among Malaysians. However, correlational analysis between the EC and the SD knowledge component domains revealed low associations indicating a lack of interconnectedness between the domains. Environmental values, investigated as an exploratory variable in the study, appeared to have a mediating role between the EC and SD awareness component domains. Further analysis using PLS-SEM software revealed that values did play a mediating role. Based on these findings, the paper argues for an emerging model for a missing pedagogical link in transforming Malaysian EC through SD awareness education for pro-environmental behaviour. Implications for an education policy are discussed.

Purpose: In Malaysia, research indicates that there is an interest amongst the stakeholders, namely, administrators and academicians to be engaged in education for sustainable development (SD), but it is rarely implemented as a part of the higher education curriculum due to various barriers. This paper aims to develop a framework for integrating SD concepts into the chemistry curriculum, using a case study approach. Design/methodology/approach: This study was conducted at a local university located in Selangor, Malaysia, offering a foundation programme to students between 17 to 18 years of age. Data was collected using a qualitative approach that involved 12 experts as informants. The collected data was analysed via three coding stages, namely, open coding, category coding and thematic encoding using Atlas.ti 7.0 software. Findings: The research revealed that six aspects contribute to the integration of SD concepts into the chemistry curriculum, namely, educational policy, awareness, resources, curriculum, pedagogical approach and stakeholders' engagement. The proposed framework was formulated by considering these aspects. Originality/value: The findings of this study can be used as a guide to facilitate the integration of SD concepts into the chemistry curriculum. It is expected to encourage the involvement of more teachers in adopting sustainable chemistry teaching.

Purpose: This paper aims to investigate the knowledge, attitude and behaviour of foundation chemistry learners concerning the sustainable development concept. Design/methodology/approach: Qualitative and quantitative studies were conducted. Atlas.ti software was used to analyse the chemistry curriculum based on selected themes and sub-themes. A survey was carried out involving 132 chemistry learners. The chemistry learners were students from a foundation programme in a local university located in Selangor, Malaysia. The collected data were analysed using SPSS 21.0 involving descriptive and inferential statistics. Findings: Document analysis on the chemistry curriculum shows that water is the theme most covered in the chemistry learners' textbook, as compared to other themes. In general, the chemistry learners have good knowledge and attitude concerning the sustainable development concept. However, their knowledge and attitude do not reflect in their behaviour as an individual, as well as in the classroom. Moreover, their knowledge, attitude and behaviour focus more on environmental dimension, as compared to other sustainable development dimensions. Practical implications: This paper is instrumental in assisting educators to assess how chemistry learners perceive sustainable development, and this may help to bring about changes to improve chemistry teaching and learning processes towards education for sustainable development. Originality/value: This paper is an original and novel research paper which is first conducted on sustainable development concept in chemistry curriculum in Malaysia.

Purpose: This paper aims to discuss the knowledge levels, attitudes and behaviours regarding the concept of sustainable development among pre-university programme educators, as well as the potential barriers and opportunities they face in adopting the concept of sustainable development in the teaching of the pre-university level chemistry module at a public university in Malaysia. Design/methodology/approach: A survey was conducted with eight educators of a pre-university programme at a public university located in Selangor, Malaysia. This pre-university programme exposes students to advanced courses in science, which are very much like first-year university courses for candidates who are interested in gaining admission to degree programmes. For this study, the focus was on chemistry educators only. The collected data were analysed through descriptive analysis following which interviews were conducted with the respondents. Findings: In general, the educators have good knowledge and attitudes towards the concept of sustainable development. Moreover, their projected knowledge (K), attitude (A) and behaviour (B) focus more on environmental dimensions, as opposed to other sustainable development dimensions. While the integration of the concept of sustainable development in chemistry teaching is restricted by a few barriers, such as content-based learning, lack of guidebooks related to sustainable development and an overcrowded curriculum, positive responses from the chemistry educators indicate that there are opportunities to implement sustainable chemistry concepts in the pre-university chemistry module. Research limitations/implications: The present study was conducted with several limitations; the data were obtained from a small sample size at an institute located within a public university. The respondents of this research consisted of only three existing chemistry educators and five administrators who are also educators. Further studies about sustainable chemistry teaching should include samples from other public and private universities. Originality/value: This paper is instrumental in assisting the Ministry of Education, administrators, as well as educators within the pre-university sector to shift their goals towards sustainable chemistry teaching to achieve success in education for sustainable development.