Artificial Intelligence-Enhanced Work-Integrated Learning in Chemistry Education: Bridging Laboratory Theory and Professional Practice

Authors

DOI:

https://doi.org/10.38140/obp5-2026-06

Keywords:

Artificial intelligence, chemistry education, experiential learning, laboratory innovation, work-integrated learning

Abstract

The integration of artificial intelligence (AI) into higher education is transforming the design and delivery of Work-Integrated Learning (WIL), especially in laboratory-based disciplines such as chemistry. This chapter examines how AI-enhanced WIL can connect theoretical chemistry knowledge with authentic professional experiences, fostering innovation, inclusivity, and skill development in the digital age. Drawing on constructivist and experiential learning theories, the chapter conceptualises AI as both a learning partner and a catalyst for professional competence. It investigates recent advancements in AI-supported feedback, adaptive mentoring, and virtual laboratory simulations to propose a framework for integrating AI-driven tools into chemistry WIL contexts. The chapter illustrates how AI-enabled platforms can facilitate reflective observation, provide real-time feedback, automate assessments, and ensure equitable access to laboratory experiences, all while aligning with emerging principles of authentic assessment and ethical AI use to maintain a human-centred and contextually relevant learning approach. By merging conceptual analysis with a practical implementation model, the chapter underscores the transformative potential of AI in enhancing student readiness, collaboration, and problem-solving within chemistry education. It concludes with recommendations for higher education institutions and industry partners to develop sustainable AI-mediated WIL systems that strengthen laboratory practice, improve employability, and promote inclusive participation in science education across diverse contexts.

Author Biographies

  • Bamidele Emmanuel Tijani, University of Lagos

    Bamidele Emmanuel Tijani is an experienced and dedicated professional science educator registered with the Teachers Registration Council of Nigeria (TRCN). He holds a Bachelor of Science in Education (B.Sc. Ed.) in Chemistry and a Master of Education (M.Ed.) in Science (Chemistry) Education. With over seven years of teaching experience, Bamidele is dedicated to developing innovative, student-centred approaches that integrate hands-on experiments and technology to enhance learning outcomes.

    His research interests include science education pedagogy, instructional strategy, artificial intelligence and digital technology in education, and teacher professional growth with a particular focus on promoting inclusivity and diversity in science education. As part of his passion to develop science education, he published papers in international journals, attended and presented papers at international conferences.

  • Omolabake Temilade Ojo, University of Lagos, Nigeria

    Omolabake Temilade Ojo, N.C.E, B.Sc.Ed, M.Ed., PhD, is a Senior Lecturer in the Department of Science Education, passionate about advancing students’ understanding of science, especially chemistry at all educational levels. Her research focuses on science pedagogy, ICT integration, innovative student-centred approaches, skills acquisition, teacher education, curriculum studies, and gender issues. She aims to make science accessible, relevant, and engaging by developing innovative strategies, educating students, and training in-service teachers through workshops and seminars.

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Published

2026-06-09

Issue

Work-Integrated Learning in the Age of Artificial Intelligence: Equity, Innovation, and Partnerships for Bridging Theory and Practice

Section

CHAPTERS

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Copyright (c) 2026 Bamidele Emmanuel Tijani, Omolabake Temilade Ojo, Ayotomiwa Abel Akinde, Godswill Ernest Irilochuwe

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