Assessment of Green Chemistry Implementation in Libyan University Labs Oratorical Strategies

Abstract

Green chemistry (GC) has emerged as a better experimental design reduce health and environmental risks of traditional practices. Significant gaps appear between the theoretical understanding of the GC principles and their application in higher education laboratories in Libya due to physical, living, and curricula restrictions. This paper examines the situation the GC principles implementation in the Libyan higher education laboratories using field studies and documentary reports, determines technical, administrative, and training difficulties, and proposes possible practical solutions to develop laboratory work, reduce the negative effect on the environment, and teaching capacity in the local area.  It’s conducted in the time between January and June 2026 and used a descriptive analytical approach. Data were collected by an electronic questionnaire sample from postgraduate students, departments heads, technicians, lab coordinators, and etc. An arithmetic means and standard deviations were carried out to analyse data; additionally, Cronbach's alpha coefficient was calculated to estimate the reliability of the tool. The appropriate statistics were used to test the difference between groups. Results showed that the participants had good awareness and that chemistry majors (especially analytical and physical) outperformed others in the level of application and awareness of the principles of GC and its importance in higher education, with there being an urgent need to strengthen the applied and training aspects. The study recommends that Libya should create a strategy to include green chemistry in its higher education.