An intercultural perspective on the use and application of analytical metric tools in university-level chemistry education

Abstract

Metric tools have become well established in green analytical chemistry research and are increasingly incorporated into scientific publications. In contrast, their role in chemistry education has received far less attention despite their considerable educational potential. This article examines the educational dimension of analytical metrics from an intercultural perspective and discusses how linguistic, cultural, technological, educational, and socioeconomic contexts influence their teaching and adoption across higher education. Eleven key topics are critically discussed such as language barriers, metric proliferation, the emerging concept of analytical metric literacy, artificial intelligence, inclusivity and universal design for learning, critical thinking, open science, educational validation, research ethics, educational inequalities, and teaching under crisis conditions. The discussion shows that the effective incorporation of analytical metrics into university curricula requires much more than the availability of new tools. It also depends on accessible and multilingual software, pedagogically validated resources, trained educators, and teaching strategies that help students interpret, question, and justify metric outcomes rather than simply calculate scores. Future analytical metrics should therefore be conceived following an educational-by-design framework, where educational usability is considered alongside scientific robustness. We encourage the scientific community to move beyond metric development and place more emphasis on how analytical metrics are taught, learned, and interpreted.

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