Teaching electrochemistry in schools: the need for a paradigm shift to address the energy transition

Abstract

The resilience required of students aged 12 to 15 to navigate the transition towards an increasingly electronic and electrified world represents both a significant challenge and a valuable opportunity to strengthen the teaching of electrochemistry as a fundamental component of contemporary education. Today, it is increasingly important to present complex information in an accessible and engaging manner, particularly content related to electrochemical devices and emerging technologies that are transforming society as it moves away from fossil fuels towards fully electrified systems. This study adopts a quantitative, descriptive, and interdisciplinary approach that integrates authentic educational practices, practical applications of electrochemistry, and their links to global challenges. In doing so, it seeks to ensure that future generations are adequately prepared to address the energy, social, and environmental demands of the twenty-first century. The aim of this research was to characterise secondary school students’ perceptions of their knowledge of electrochemistry and its relevance to everyday life, thereby supporting the integration of this discipline into school curricula within the context of the ongoing energy transition.