Chemistry curricula in UK schools do not reflect the realities of working in science, researchers have warned.
A by the Royal Society of Chemistry (RSC) says that while school students are completing “basic, time-consuming” tasks by hand, scientists now rely on digital tools such as artificial intelligence (AI) and machine learning to improve accuracy.
The researchers call for the introduction of core digital skills from primary school, and the review of chemistry curricula for students aged 11-19, to “better reflect real digital practices of working scientists”.
Citing students drawing graphs by hand, doing manual calculations and predicting trends, the RSC says that UK curricula fail to “reflect the reality” of the professional reliance on digital tools, computational modelling and AI.
‘Disconnected’ school chemistry
The review states: “Modern scientists rely on digital technologies to improve accuracy, collaboration, and sustainability. Yet, school chemistry curriculums remain largely manual and disconnected from these professional practices.
“To help close this gap, digital competencies must be introduced early and developed progressively from primary education through to university. Students should build both core digital literacy and subject-specific competencies.”
The RSC says this approach would improve students’ preparation for the changing demands of working in science.
A spokesperson said the RSC is calling for “meaningful curriculum change, investment in infrastructure and targeted teacher training to ensure students are prepared for modern Stem [science, technology, engineering and maths] careers”.
The researchers say that A-level practical assessments in England provide a “valuable opportunity” to embed digital skills into exams, but warned that schools need access to “the necessary digital infrastructure”.
Similarly, “updates could be made to Scottish Highers and Advanced Highers through revised coursework criteria”.
Device access ‘varies widely’
The RSC states: “Access to devices, workspace, software and reliable internet access varies widely in schools.
“In England, the median device access is one laptop for every eight students, with disadvantaged schools facing even greater challenges. Only 2 per cent of teachers in those schools report adequate digital access for their students.”
The RSC says that the development of digital skills has been largely confined to computer science lessons in the UK, and that teachers report their students “often lack foundational skills such as using office software, typing, emailing and file management”.
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