Inquiry-Driven and Technology-Enhanced Chemistry Teaching: Implications for STEM Education in the 21st Century

Abstract

The increasing emphasis on science, technology, engineering and mathematics (STEM) competencies has created a need for chemistry teaching approaches that promote active participation, conceptual understanding, scientific reasoning, and problem-solving. This paper presents a narrative review of inquiry-driven and technology-enhanced approaches to chemistry teaching, with particular attention to their implications for STEM education in the twenty-first century. The review synthesizes relevant literature on inquiry-based learning, technology-enhanced learning, virtual laboratories, computer simulations, multimedia resources, artificial intelligence-supported learning, and STEM-oriented chemistry education. The reviewed literature suggests that inquiry-driven instruction can support students’ conceptual understanding, scientific reasoning, engagement, and problem-solving when appropriate guidance and scaffolding are provided. Technology-enhanced approaches can complement inquiry by enabling learners to visualize abstract chemical phenomena, manipulate variables, investigate chemical processes, access virtual experimentation, and receive timely feedback. The review further indicates that the educational value of these approaches depends on appropriate pedagogical design and contextual conditions, including teacher digital competence, technological infrastructure, curriculum demands, learner readiness, and assessment practices. Major challenges identified include inadequate technological infrastructure, limited teacher competence, curriculum overload, restricted access to digital resources, and the misalignment between conventional assessment practices and inquiry-oriented learning. Strategies for effective implementation include phased technology integration, context-appropriate resource improvisation, continuous professional development, curriculum alignment, collaborative learning, institutional support, and the use of formative and performance-based assessment. The paper concludes that integrating inquiry-driven pedagogy with appropriate digital technologies provides a potentially valuable pathway for strengthening chemistry teaching and developing competencies relevant to twenty-first-century STEM education, although successful implementation requires sustained pedagogical, technological, and institutional support.