This symposium explores the impact of systems thinking as an approach for strengthening chemistry’s contribution to sustainability across educational contexts. Systems thinking supports learners in understanding complex sustainability challenges by connecting chemical concepts with environmental, social, and ethical dimensions, highlighting…
This symposium examines how artificial intelligence can make students’ thinking visible within chemistry learning, while also addressing the emerging ethical challenges of AI-supported education. By incorporating pre-questioning, predictive reasoning, and reflective analysis, we examine how AI tools can serve as…
This symposium explores how supportive new technologies tools can enhance chemical education and strengthen chemical safety and security (CSS) practices in learning environments. As digital technologies become increasingly integrated into chemistry teaching, the symposium highlights simple and practical AI-assisted resources—such…
For decades, chemistry educators have assumed that practice makes perfect—that repeated exposure to chemical calculation problems inevitably builds competence. Yet, recent international evidence paints a more troubling picture: students routinely fail even basic calculation tasks despite years of instruction, and…
This symposium highlights innovative and forward-looking perspectives on socio-scientific issues (SSIs) in chemistry education. It will explore how teachers learn about, plan for, and implement SSIs, as well as emerging frameworks and assessment approaches shaped by current global challenges. Recent…
In the majority of countries, students begin to study chemistry at the age of 14 or later. Meanwhile, there are many signs that it is too late to begin studying chemistry in this age. To get the experience and interest…
This symposium invites scholars, educators, and practitioners to share research findings, innovative practices, and critical perspectives on the applications of AI in chemistry teaching and learning. We particularly welcome contributions that explore inquiry-based AI learning environments, epistemic and cognitive impacts…
The science and chemistry education international community heard a few days ago with great sorrow of the death of Keith Stephen Taber, professor emeritus of science education, University of Cambridge, Faculty of Education. He died at home on 29th January…