This work describes a facile synthesis of 5,6‐dimethyl‐2‐(pyridin‐2‐yl)‐1‐[(pyridin‐2‐yl)methyl]‐1H‐benzimidazole (dppb) and the preparation of a dinuclear copper(II) complex bearing this ligand in a ring‐like conformation of formula [Cu(dppb)(acn)ClO4]2(ClO4)2·4acn (1), where acn represents acetonitrile. The crystal structure of the complex was determined by single‐crystal X‐ray diffraction experiment, which showed that dppb acts as a bridge in 1 due to its bidentate–monodentate μ‐κ2NN′:κN″coordination mode, and the coordination sphere of each metal center is completed by one acn molecule and one perchlorate ion. The structure of dinuclear copper(II) complex is symmetric and the two square–pyramidal copper(II) centers are separated by 5.381(1) Å. The geometry optimization, electronic structure, and vibrational spectrum of the [Cu(dppb)(acn)ClO4]22+ cation were calculated using the density functional theory method. The geometrical parameters obtained theoretically were remarkably similar to those observed in the crystal structure of 1 and the calculated vibrational frequencies are in satisfactory coherence with experimental data. In solution, the prepared complex can bind to DNA (Kb = 1.43 × 105 M−1) and inhibit the growth of a human chronic myelogenous leukemia cell line (K562) in a concentration‐dependent manner; importantly, it is almost four times more active than the corresponding free benzimidazole.

The present paper analyzes and discusses specific methodological aspects instrumental in promoting the teaching of Green Chemistry (GC); it examines proposals and teaching experience reports from 284 papers published in the Journal of Chemical Education (JChemEd), until 2019. Using Discursive Textual Analysis and drawing upon previous studies, 143 papers were selected for containing nontraditional teaching activities for the incorporation of GC into chemistry teaching, which were grouped into seven (emerging) categories, focusing on: learning subjects, curriculum, integrative contents, context, other education environments, use of instructional materials, and comparison between GC and Traditional Chemistry. Most proposals focus on the learning subject, followed by curriculum discussions and integrative contents. Several papers brought aspects related to the systemic vision for the interconnection of GC with sustainability/sustainable development, revealing a new methodological challenge by proposing integrative content as teaching strategies. Despite their good intentions, most teaching experiences and intervention proposals still remain attached to occasional and poorly evaluated events.