Abstract:

Per- and polyfluoroalkyl substances (PFAS) are persistent environmental contaminants of growing concern due to their widespread occurrence, persistence, and potential health impacts. Despite their significance, PFAS study is rarely incorporated into undergraduate analytical chemistry curricula, leaving a gap between academic training and contemporary environmental challenges.

This work presents the design of an educational framework aimed at integrating PFAS determination into undergraduate courses through a literature-based, problem-oriented learning approach. Groundwater from the Canary Islands serves as a real-world case study, providing context and relevance without requiring experimental laboratory work. Students engage with PFAS chemistry, environmental distribution, regulatory limits, and analytical challenges, exploring concepts such as trace-level detection, sample complexity, and sustainability considerations.

Within the module, students work on the conceptual design of PFAS monitoring strategies considering multidimensional assessment criteria, including analytical performance, environmental impact, and practical feasibility, while engaging in critical analysis of scientific literature, comparing analytical workflows, and completing visual exercises illustrating PFAS persistence and mobility in groundwater systems.

This pedagogical approach fosters critical thinking, environmental awareness, and systems-level decision-making, enabling students to connect theoretical knowledge with real-world analytical challenges. Moreover, the framework is fully transferable and can be implemented in diverse educational contexts, providing a scalable strategy for incorporating environmental and analytical problems responsibly.

Keywords:

PFAS, analytical chemistry education, emerging contaminants, problem-based learning, environmental analysis, higher education.