Challenges and Recommendations for Improving Chemistry Education and Teaching in the Republic of North Macedonia

Abstract

The study aims to present the development of education in North Macedonia from the country’s independence to the present day, as documented in several national reports and other official documents. The focus is on development and changes in chemistry education throughout the years of primary, secondary and higher education. Particular attention is devoted to the introduction of the new curricula of natural sciences courses in primary education, which is an adapted curricula of the Cambridge International Examinations, and the use of information and communication technology in increasing the efficiency of the education system. Despite numerous reforms over the years, the country is still faced with various challenges and issues regarding chemistry teaching. Investment in education is constantly decreasing and no notable improvements in conditions for teaching chemistry are being made. Recommendations are made regarding the need for appropriately educated, qualified and motivated teaching staff, well-equipped laboratories and teaching resources, continuous professional development of teachers, mutual cooperation of all stakeholders in the educational process, and continuous support from the authorities and policy makers for gifted pupils and chemistry teachers at all levels.

Innovative Learning Activities for Ethnically Diverse Students in Macedonian Science Education

“…By combining elements of problem-solving, teamwork and critical thinking, escape rooms provide an interactive and experiential learning environment that captivates students' interest and promotes a deeper understanding of scientific concepts. Consequently, the utilisation of escape rooms as a teaching method aligns well with the objectives of the national science curricula in Macedonia (Stojanovska et al, 2020a), offering an immersive and interactive learning experience that stimulates student engagement and facilitates a deeper comprehension of scientific principles. The escape room approach involves designing a physical or digital "escape room" scenario, whereby students must work together to solve a series of puzzles and challenges related to science concepts in order to "escape" within a given time limit.…”

Learning the chemical elements through an augmented reality application for elementary school children

“…At the primary level of educational institutions, traditional learning can be observed, which has led to students having a low level of understanding (Kapaniaris & Zampetoglou, 2021). This particular case in the chemistry course evidences the problems related to the teaching of this subject, such as the lack of didactic resources, laboratories and qualified teachers (Stojanovska et al, 2020). According to Hsiung (2018), chemistry, in its majority, is usually perceived by students as a boring subject.…”

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

“…Notwithstanding the aforementioned challenges associated with the subject, teachers have a role to play in addressing them (Stojanoyska et al, 2020). Because they are seen as catalysts of the expected changes (Nbina, 2012).…”

“…The teacher's instructions and students' outcomes (for example, achievement) are influenced by the quality of the teacher which includes their qualifications (such as teacher's educational level, experience, involvement in professional development) and other characteristics (for example the teachers' belief, self-efficacy, and motivation) (Goe, 2007). This professional preparedness and competence (Watson et al, 2007) are essential in forming quality conceptual knowledge in students (Stojanoyska et al, 2020). The lack of qualified teachers in Brazil is one of the major current problems, especially in the case of exact science teachers, such as chemistry (Araujo & Santos, 2018).…”