This research emphasizes the importance of sustainable development for the future of the country and the role of chemistry education in it, aiming at a "comparative study of the chemistry curriculum in China and Malaysia with a focus on sustainable development." The research method was qualitative-comparative, with data collection being documentary and analysis following a comparative model. The results indicate similarities and differences between the objectives, content, teaching methods, and assessment approaches in the two countries. Both countries have incorporated concepts related to sustainable development (such as climate change, renewable energy, and waste management) into their chemistry curricula, emphasizing laboratory activities and student projects for a better understanding of environmental issues. They also linked chemistry education with other sciences (such as biology and physics) as well as socio-economic issues. However, the curriculum structure in China is centralized and integrated, while in Malaysia it is more flexible, emphasizing local participation in sustainable projects. Teaching methods in China are more traditional, focusing on theoretical content and exam-oriented approaches, whereas Malaysia employs activity-based and participatory methods with an emphasis on problem-solving and critical thinking. Assessment methods in China are primarily based on standardized tests, while in Malaysia they are mixed. Similarities are more apparent in the curriculum objectives, while differences are primarily seen in implementation, content, teaching methods, and assessment approaches. Given that the chemistry curriculum in developing countries requires fundamental revision centered on sustainable development, this study provides concrete suggestions for improving chemistry education by examining the comparative experiences of China (centralized and holistic planning) and Malaysia (activity-based and participatory methods).