Prof. Bolanle Olaleye of the Lagos State University of Education (LASUED) has called on education stakeholders and policymakers to invest strategically in teacher training, digital tools and laboratory resources to improve chemistry education.
Olaleye, a Professor of Chemistry Education, made the call on Wednesday while delivering the fourth edition of LASUED’s Inaugural Lecture Series at Oto-Ijanikin, Lagos.
The lecture, titled “Cracking the Chemistry Code Beyond the Beaker: How Reactions Fuel Innovation,” examined ways to make chemistry education more practical, innovative and relevant to national development.
Olaleye said teachers needed evidence-based teaching methods, digital simulation platforms and well-equipped laboratories to effectively engage students and deepen their understanding of chemistry.
She advocated continuous professional development programs that are research-informed, practical and backed by institutions.
The don also urged educators to move away from rote memorization and adopt teaching approaches that promote conceptual understanding, inquiry, critical thinking and problem-solving.
She said chemistry should not be reduced to formulas and laboratory procedures, describing the discipline as a tool for understanding the natural world and solving real-life problems.
According to her, students who can connect what they observe with microscopic processes and symbolic representations develop stronger scientific reasoning skills.
Olaleye said chemistry education should also prepare students for careers in healthcare, agriculture, manufacturing, environmental management and entrepreneurship.
She called for stronger partnerships between universities and industries to expose students to practical learning experiences and emerging workplace skills.
The professor urged institutions to work with industries when reviewing curricula to ensure graduates acquire both theoretical knowledge and practical competencies.
She also advocated integrating entrepreneurship into chemistry education through supervised projects, mentorship programs, university-based incubators and access to seed funding.
“Education should equip students with the capacity to create jobs, rather than merely seek employment,” she said.
Olaleye further called for increased investment in research and the creation of platforms to share findings and innovative practices in chemistry education.
She said research should not remain confined to universities but should influence classroom teaching, government policies and public discourse.
The don identified curriculum renewal, digital integration, interdisciplinary collaboration and stronger local partnerships as key areas for advancing chemistry education.
She specifically advocated the provision of virtual laboratories, simulation software, data analysis tools and interactive models to expand students’ access to practical chemistry learning.
Olaleye also encouraged universities to collaborate with local businesses involved in food processing, cosmetics, water treatment and household chemicals.
She said such partnerships could improve productivity, safety and sustainability while exposing students to real-world industrial challenges.
Describing chemistry as the “central science,” Olaleye said it connects physical sciences, life sciences, engineering and materials research.
She noted that chemistry had contributed to the development of life-saving medicines, sustainable materials, clean energy solutions, and technologies to address environmental challenges.
The professor identified students’ difficulty in moving between observable, microscopic and symbolic representations as one of the major challenges affecting chemistry learning.
She stressed that effective chemistry education must help students understand the connection between what they see, what happens at the microscopic level, and how those processes are represented symbolically.
Olaleye urged education stakeholders to sustain investment in chemistry education, describing it as a pathway to innovation, wealth creation and national development.
