The 27^th IUPAC International Conference on Chemistry Education (ICCE 2024)

1 Introduction

The theme of ICCE 2024, “Power of Chemistry Education for Advancing SDGs” (Figure 1), focused on the vital role of chemistry education in addressing global challenges related to sustainable development. These challenges, which span environmental, social, and economic dimensions, require an approach that integrates economic growth, social inclusion, and environmental protection. The conference aimed to emphasize the need for educating society about sustainable development principles, empowering learners – including teachers and lifelong learners – with the knowledge, skills, and values necessary to build a more sustainable future for people and the planet.

Figure 1:

The theme of ICCE 2024 is “Power of Chemistry Education for Advancing SDGs” (Graphical abstract).

ICCE 2024 brought together approximately 600 attendees from 56 countries, creating a truly global gathering. Among the participants, 38 % were schoolteachers, students, and young scientists. For many, it was their first opportunity to attend a world conference. Scholarships covering registration fees, accommodations, and partial travel support made this experience possible for a diverse group of attendees which also included the delegates of the 12^th International Symposium on Microscale Chemistry (12ISMC). ^{1 , 2 , 3}

Building on the conference’s highlights, this special issue brings together key contributions from invited participants. The next two sections briefly explain how papers were selected and highlight the common themes explored in this special issue.

2 Invited contributions to this special issue

The selection of outstanding and representative work from a conference as big as ICCE 2024 for the available 15 slots in this special issue was not an easy task. We are grateful to chairs of all oral sessions who initially approached speakers during their oral presentation for their interest in this special issue. Additionally, two poster presenters are featured in the special issue as a representative of 12ISMC and the IUPAC Best Poster Prizes. An overview of the selected papers is provided in Table 1. ICCE 2024 featured eight comprehensive themes, six symposia and other special sessions. The original themes and symposia in which the papers are nominated can be found in the abstract and proceeding books ⁴ from the paper’s ID in the table.

3 Key themes explored in this special issue

One of the most exciting aspects of this special issue is the diverse range of educational contexts and global perspectives represented. Papers from different regions – including America, Asia, Europe, and the Middle East – reflect the universal challenges faced by chemistry educators, while also highlighting localized approaches to solving these challenges.

As a more detailed introduction to the work in this special issue, we identified common themes explored in articles and briefly explained them below. The last column of Table 1 categorizes each paper under its most relevant theme(s) in alphabetical order.

A-Innovative pedagogical approaches and technological Integration. Several papers in this issue explore new methods for enhancing chemistry education through technological integration. One study highlights the use of spatial reality in education, while another investigates the role of virtual reality in laboratory safety training. These studies provide valuable insights into how immersive technologies can engage students, enhance learning outcomes, and improve practical skills, particularly in complex and critical areas like laboratory safety. Additionally, a paper on enhancing chemical security and safety in Iraqi universities emphasizes the need for creating a culture of safety in contexts with limited resources, showcasing the role of education in addressing regional challenges.

B-Culturally relevant and sustainability-related pedagogy. Another prominent theme is the growing emphasis on culturally relevant pedagogy. Several papers explore how incorporating culturally relevant content and teaching strategies into chemistry education can foster a deeper connection between students and the subject matter. One study examines the role of culturally relevant pedagogy in college-level chemistry courses, demonstrating how it can empower students to engage with chemistry through a global lens. This theme also connects chemistry learning with sustainable development goals (SDGs), encouraging students to think critically about global challenges such as climate change, resource management, and social equity. By integrating sustainability principles into chemistry education, these studies highlight the potential of chemistry to contribute to a more sustainable future.

C-Enhancing teacher development and student engagement. Teacher development remains a core focus of this special issue. Several papers highlight the significance of inquiry-based experimental modules and other professional development programs that encourage chemistry teachers to adopt innovative, student-centered teaching approaches. These programs aim to deepen teachers’ understanding of both the content and pedagogical strategies necessary for effective teaching. One study focuses on the importance of fostering teachers’ reasoning skills in chemistry education, while another explores how engaging teachers with inquiry-based experimental modules enhances student learning. The papers suggest that empowering teachers with the right tools and approaches is essential for improving the quality of chemistry education worldwide.

D-Advances in laboratory education. Laboratory education continues to be a major area of development in chemistry education. Papers examining recent advances in laboratory education research and experimental approaches to teaching core topics such as pH chemistry reflect ongoing efforts to enhance the hands-on learning experience in the chemistry classroom. One notable paper looks at the effectiveness of inquiry-based experimental modules in improving student engagement and conceptual understanding in laboratory settings. Meanwhile, a paper on the synthesis of magnetic ionic liquids for science fair projects showcases how chemistry can be brought to life through practical, hands-on experiences that foster critical thinking and creativity among students.

E-Quality assurance and student assessment. Research on developing standards and guidelines for undergraduate chemistry education emphasizes the need for consistency and quality in teaching. One paper showcases an extension of guidelines for undergraduate chemistry education from the US to international participants. Additionally, studies on assessment practices – such as the comparison between categorized and uncategorized homework – shed light on how different evaluation strategies can influence student performance. Last but not least, a paper from an award-winning poster presentation assesses student metacognition among students enrolled in a basic biochemistry course.

Together, these themes illustrate the evolving nature of chemistry education, emphasizing the role of innovation, cultural awareness, and rigorous assessment in fostering an effective and inclusive learning environment. The selected papers not only highlight challenges but also propose meaningful solutions, contributing to a broader dialogue on advancing chemistry education worldwide. These insights set the stage for ongoing research and international collaboration.

4 Conclusions

This special issue of the IUPAC’s Journal Chemistry Teacher International offers a snapshot of the innovative work being done in the field of chemistry education. The contributions featured here demonstrate the dynamic nature of chemistry teaching and learning, reflecting both global trends and localized efforts to advance education. The research and practices presented highlight the important role of chemistry education in addressing the pressing issues of our time, including sustainable development, safety, and cultural relevance.

As you explore these articles, we hope you are inspired by the novel ideas, research findings, and pedagogical strategies presented. This issue serves as a reminder that chemistry education is a powerful tool for creating informed, engaged global citizens who can contribute to solving complex global challenges. The work showcased here not only advances the field of chemistry education but also fosters a global dialogue that strengthens the international community of educators and researchers. We look forward to the continued exchange of ideas and progress in shaping the next generation of chemists and educators at the ICCECRICE 2026 meeting which will take place on July 13-17, 2026 in Türkiye.