About This Special Issue
Digital technology is trending globally. Its use and application knows no bounds in human endeavor including the high level of application found in use if the artificial intelligence. This calls for fast change in the modes of chemistry instruction at different levels teaching and learning. Moreover, chemistry by nature involves high abstraction, use of adequate digital technology will help bring home the message of chemistry to the learner and in addition alleviate teachers’ inherent difficulties in presenting the required learning experiences to the chemistry learner.
The primary goal of this special issue is to inspire researchers, stakeholders in the academic word and the general society on the need, advantages and use of digital technology for effective science instruction at different level /stage of education. We invite contributions that explore digital technology in chemistry instruction, with particular interest in tertiary institutions of learning, higher schools including lower schools.
Potential topics include, but are not limited to:
The use of different digital technologies for chemistry instruction in tertiary institutions of learning The use of digital technologies for chemistry instruction in higher schools The use of digital technologies for science instruction in lower schools Other issues relating to digital technology instruction in chemistry Types of articles welcomed: Original research articles, review articles, case studies, etc.
Through this special issue, we aim to inspire stake holders in chemistry education including teachers/instructors at different levels of education to embrace the digital technology in chemistry instruction. We welcome researchers from various disciplines to provide interdisciplinary perspectives on digital technology in chemistry instruction. Your contributions will play a crucial role in advancing knowledge in this field.
