Chemistry education focused on learning outcomes is increasingly practiced, providing new opportunities for international comparisons. The interest in intended learning outcomes and constructive alignment has grown in many parts of the world due to both research in higher education and political decisions. In an International Union of Pure and Applied Chemistry (IUPAC) project, we have developed a method of using critical evaluation of learning outcomes and descriptors at international, national, and institutional levels to enhance learner-centered chemistry education. This method is process-focused, aimed at learning by sharing and comparing practices around the world. Three overarching documents for the chemistry bachelor from the USA, Europe and Australia were compared. The differences were found to be more in style than in content. A tool for self-analysis was constructed to evaluate how learning outcomes for courses and modules are linked to each other and to learning outcomes for educational programs and how the expected learning outcomes can be aligned with learning activities and assessment. We conclude that the method can be used to elucidate the correspondence between learning outcomes at different levels, and the constructive alignment between learning outcomes, learning activities and assessment. The process gives new perspectives and shared knowledge. Chemistry education may need to be different depending on local considerations, and awareness of these differences is of value for further development.