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Scientific and methodological foundations for teaching physicochemical analysis methods in continuous chemical education: a scoping review
Автор(ы)
Altynkul Toibazarova
Karima Arynova
Nursulu Zhussupbekova
E. A. Nazarov
G. T. Balykbayeva
A. T. Shuragaziyeva
Nurbol Orynbasaruly Appazov
Дата публикации
28 сентября 2026 г.
Тип
journal article
Издатель
Frontiers Media
Журнал
Том
11
ISSN
2504-284X
Аннотация
Background Rapid technological advancement, digitalization of analytical instrumentation, and the growing demand for interdisciplinary competence have significantly transformed the role of analytical chemistry in science and industry. These changes necessitate a systematic reconsideration of how physicochemical analysis methods are taught within continuous chemical education. Objective This scoping review aimed to map and systematize the structural components of modern analytical chemistry education, identify dominant pedagogical approaches, and conceptualize their functional interrelationships within an integrated educational framework. Design/methods The study was conducted as a scoping review in accordance with PRISMA-ScR guidelines. A comprehensive search was performed in Scopus, Web of Science, ScienceDirect, ACS Publications, SpringerLink, and RSCI (eLIBRARY.ru), covering publications from 1975 (the earliest eligible record retrieved) to 2024. Eligible studies addressed pedagogical, curricular, or methodological aspects of teaching analytical chemistry or physicochemical analysis methods. Extracted data were analyzed using qualitative thematic synthesis and conceptual mapping to identify recurring educational components and trends. Results The analysis revealed a consistent shift from method-centered instruction toward competence-oriented and system-based educational models. The most frequently reported components included integration of theoretical principles with laboratory practice, problem-based and research-oriented learning, incorporation of digital tools and chemometrics, emphasis on metrology and data interpretation, and increasing attention to sustainability and green analytical chemistry. The evidence indicates a transition from isolated presentation of analytical techniques to structured training focused on analytical thinking, decision-making, and interpretation of complex data. Conclusions Modern analytical chemistry education is evolving toward an integrated, interdisciplinary, and competence-driven model that prioritizes conceptual understanding, information processing, and real-world problem solving. The structural framework identified in this review may support curriculum development, modernization of laboratory courses, and alignment of educational programs with contemporary scientific and industrial demands.
Области науки (FoS)
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Название
W7214643534.pdf
Описание
Полный текст в открытом доступе, лицензия cc-by; источник: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1920270/pdf
Размер
3,64 MB
Формат
Adobe PDF
Контрольная сумма
(MD5):3397d76bcd9683c86ea3b5f19b845324