Chemical Concepts Research Articles

Pre-Service Science Teachers’ Conceptual Integration Understandings in Explaining the Subject of Metabolism with the Concepts of Physics and Chemistry

This study focuses on exploring pre-service science teachers’ conceptual integration understandings in explaining the subject of metabolism with the concepts of physics and chemistry. Action research was employed in this study. Nine pre-service science teachers taking the General Biology II course participated. Participants were taught metabolism considering conceptual integration. Data were collected via paper-and-pencil questionnaire administered before and after the intervention. The results showed that the pre-service science teachers could not understand physics and chemistry concepts at a sufficient level while explaining metabolism. Although the activities and practices were executed for conceptual integration in the action plan, only three participants achieved complete conceptual understanding for better conceptual integration at the end of the course in the first question. Thus, future studies could design interventions to be effective in conceptual integration. Further research could also design experimental investigations to examine how conceptual integration is necessary for establishing the relationship between science and other fields.

A Practical Guide to SuFEx Chemistry: An Overview of S(VI)-SuFEx Linkers and Their Reactivity

AbstractSulfur(VI)–fluoride exchange (SuFEx) is a second generation, metal-free click chemistry concept introduced by Sharpless in 2014. Since the introduction of the concept, a large variety of synthetic methodologies to S(VI)-SuFEx hubs, and their derivatization with oxygen-, nitrogen-, and carbon-based nucleophiles have been developed. Herein, we provide a concise and practical overview for their preparation, SuFExability, inclusive of which substituents are tolerated. The stereoselective synthesis of aza-derivatives is also discussed.1 Introduction2 Synthesis of SuFEx Hubs2.1 Sulfonyl Fluorides2.2 Fluorosulfates2.3 Sulfamoyl Fluorides2.4 Sulfonimidoyl Fluorides2.5 Sulfuramidimidoyl Fluorides and Sulfurofluoridoimidates2.6 Sulfondiimidoyl Fluorides3 Reactivity of SuFEx Hubs3.1 Reactivity of Sulfonyl Fluorides3.2 Reactivity of Fluorosulfates3.3 Reactivity of Sulfamoyl Fluorides3.4 Reactivity of Sulfonimidoyl Fluorides3.5 Reactivity of Sulfurofluoridoimidates3.6 Reactivity of Sulfondiimidoyl Fluorides4 Stereochemical Considerations in SuFEx Chemistry5 Conclusion and Outlook

Electronegativity Effects on Conformational Stability Using Bent's Rule: From Simple Molecules to Acetylcholine

Hybridization and electronegativity are fundamental concepts in chemistry connected by Bent's rule. This rule explains many aspects of the structural chemistry and reactivity of organic and inorganic compounds. Over decades, the application of Bent's rule has expanded, demonstrating its wide-ranging utility in elucidating molecular stability due to the substitution of highly electronegative atoms. This study successfully leverages Bent's rule to explain conformational energy difference in acetylcholine case using density-functional calculations. We used butane (Group 2) and butanone (Group 3) families to model the head of ACh+ and substituted one of the carbons with highly electronegative atoms: B, C, N, and O. This enabled us to evaluate the effects of electronegativity, as well as the presence of carbonyl groups, on their conformational stability and s character. There were three highlighted results. First, our calculations result in the s character are consistent with Bent's rule. Second, the high conformational energy differences can be attributed to the changes of s character in C2–Z bond: linear in Group 2 and exponential in Group 3, indicating the strong contribution of the carbonyl group. Third, the key determining factor in ACh+ conformational stability is the carbonyl group, which also strongly contributes to the solute-solvent interactions. Therefore, our study can be further applied to other similar molecules, potentially leading to broader applications in chemistry, especially for understanding ACh+ stability for Alzheimer’s Disease treatment.

Assessment of knowledge integration in student learning of galvanic cell: An interdisciplinary approach connecting physics and chemistry

The galvanic cell is a typical interdisciplinary topic, which is primarily taught in chemistry but its underpinning is closely related to physics. Student learning in galvanic cell has been extensively studied in chemistry education, which has revealed a large number of misconceptions that are difficult to change through traditional instruction. A source of the learning difficulties is that most students lack an explanatory framework to integrate the many complex phenomena and processes into a coherent knowledge system. As a result, students often rely on memorization of terms, laws, and equations in solving problems but without a meaningful understanding of their reasoning. To address the deficit in learning, this study aims to help students develop an explanatory framework for supporting an integrated knowledge structure. Specifically, a conceptual framework model for galvanic cell is developed based on the central idea from physics, which is used as the core concept for mechanistic explanations of the related chemistry concepts. Guided by the conceptual framework, an instrument is developed to assess the knowledge integration in student learning of galvanic cell. A combination of qualitative and quantitative measures was used to assess the levels of knowledge integration in learning galvanic cell with a large number of Chinese high school and college students. The assessment results show that the conceptual framework model can effectively represent the knowledge structures of students at different levels of knowledge integration. The galvanic cell conceptual framework and assessment results can provide useful resources for teachers to develop instruction for promoting knowledge integration. Published by the American Physical Society 2024

Mind the Gap Between Chemistry and Outdoor Education: Primary and Lower Secondary Preservice Teachers’ Beliefs During an Outdoor-Based Introduction to Chemistry in Science Education

ABSTRACT Outdoor education is rarely used to teach chemistry, despite its potential benefits for students. This paper investigates preservice teachers’ (PSTs) beliefs about the domain of chemistry in science education. Sixteen primary and lower secondary PSTs were asked to draw their perception of chemistry in science education and mind maps about outdoor education before being exposed to a novel, student-active approach. This approach introduced chemistry outside the classroom, demonstrating how outdoor environments can be used with students to learn about basic chemical concepts. Six participants were selected for in-depth interviews after the introduction. An abductive approach was applied to analyze the data. Results indicate that prior beliefs about teacher-centered laboratory activities dominate, with few links to everyday or natural phenomena. The interviews showed that these beliefs stem from secondary school experiences, often associated with challenges such as difficulties in remembering the content of experiments. Some PSTs had prior teaching experiences and wished to include the outdoor environment in their future teaching practice. These unique and diverse beliefs influenced direct encounters with chemical phenomena outdoors. Activities that created visible links between familiar phenomena and chemistry were embraced, especially if they solved prior challenges from school. Nevertheless, the diversity of outdoor phenomena led some PSTs to question their prior chemistry knowledge. This challenge may hinder future integration of outdoor activities unless these questions are addressed. The findings suggest that regularly incorporating chemistry related outdoor activities in teacher education may prove beneficial. However, reflecting on emerging challenges is essential.

A-089 Development and Implementation of an online learning Environment for clinical chemistry resident education: UAMS experience

Abstract Background The clinical chemistry resident teaching rotation extends over 12 weeks, equivalent to a three-month period. The first chemistry rotation is scheduled for the first year, the second for the second year, and the final rotation for the fourth year. Throughout the 12-week teaching rotation, residents are exposed to a range of clinical chemistry concepts, including laboratory management, quality assurance, and test interpretation, among others. By the end of the program, residents should be well-equipped to provide expert guidance and advice on clinical chemistry matters. The current generation of learners values education that is flexible and accessible, leading to the growth and integration of blended or hybrid learning in various educational settings. This research aims to assess the effectiveness of the newly implemented online platform by analyzing feedback from residents and their quiz scores before and after the change. Methods A Box folder was created for the clinical chemistry rotation and divided into three subfolders for each rotation. Each subfolder contains materials for quizzes, cases for discussions, articles, and presentations. All the residents have access to the Box folder for educational materials. Previously, reading assignments were emailed the day before sessions, while quizzes and cases were given during sessions. In order to assess the efficacy of the online platform, we conducted an analysis of the average quiz scores before and after its implementation. In addition, we utilized the feedback provided by residents to evaluate the platform's practicality and adaptability. Results On average, the residents post-implementation scores (30 quizzes) increased by 20% (10%-35%). The pre-implementation average score was 50%, which increased to an 80% success rate after implementation. The residents unanimously agreed that the new online learning environment was very helpful in preparing them for the in-person session. They also expressed dissatisfaction with the previous learning style, which made it difficult for them to focus on learning while answering questions given on the spot. Instead, they preferred being provided with the questions beforehand, which allowed them to carefully read and search for answers to quizzes and case studies. The residents found that speed-reading through the questions and quickly glancing over the answers and explanations was not helpful to their learning process. Overall, the new learning format was able to alleviate their stress levels and helped them better prepare for the in-person session. Conclusions The online learning environment has been found to be a preferred mode of education by UAMS pathology residents. It has been deemed effective and suitable for our academic setting.

Trends in Research on Representation in Chemistry Learning: A Systematic Review

Representation plays an important role in helping students understand chemistry learning. This is due to the many chemical concepts that require visualization. Representation is something that still needs to be studied. So this study aims to see the development of representation research in chemistry education. The articles used in this study are articles from 2018 to 2022. This Systematic Literature Review research used Publish or Perish software, then filtered and extracted data according to the criteria for the research objectives to create 30 relevant articles and combined using the Prisma Protocol. The results showed that research related to representation in chemistry learning is still frequently conducted in the last 5 years. This research often discusses related to cognitive ability, which is most associated with chemistry concepts and conceptual understanding. Students and teachers are commonly used samples in research. In addition, stated of matter is most widely used subject in chemistry research.

Achieving Super-Metallophobicity on Silicon-based Ceramics at High Temperature.

As a critical concept in physical chemistry, superwettability is widely concerned in both fundamental science and practical engineering in past few decades. Despite this, investigation on high temperature superwettability is still a void, which is significant both in scientific and industrial fields. Herein, a ceramic with specific high temperature non-wetting property, Si2N2O is proposed. Compared with other materials, Si2N2O is elucidated with better practical non-wetting property against various non-ferrous metals. Combining with micro-nanostructures, the metallophobicity is further improved (contact angle >150° and contact angle hysteresis ≈0°). The extraordinary metal repellency is defined as "super-metallophobicity", which is proved to be induced by distinctive thermodynamic and dynamic wetting behavior on the rough surface. The research of super-metallophobicity not only sheds light on superwettability at high temperature, but also offers worthy insights for future potential material design in a wide range of applications, such as metallurgy, 3D printing and semiconductor industry.

CO2 utilization and on-purpose ethylene production: a chemical looping approach

CO2-assisted ethane dehydrogenation (CO2-ODHE) is a promising carbon atom economy process for upgrading CO2 to CO in tandem with C2H6 to C2H4 conversion. Iron oxide-based materials are selective for on purpose ethylene production through CO2-ODHE. The feed admission mode was found to play an important role on catalytic performance. Alternating C2H6 (reduction step) and CO2 (oxidation step) feedstock to a fixed bed reactor (chemical looping concept, CO2-ODHE-CL) attained constant ethane and CO2 conversion per step at 600oC, equal to ~17.6%, while C2H4 selectivity during the reduction step was ~75%. The lattice oxygen mobility is a descriptor for the materials used during the CO2-ODHE-CL, since low mobility resulted in an increased C-H bond scission selectivity, i.e., C2H4 production, during the reduction step. Temperature programmed 18O2 isotope exchange experiments, along with temperature programmed H2 – reduction, were employed to exemplify the latter statement, investigating the lattice oxygen reactivity of the examined materials and the mechanism through which the lattice oxygen is reacting. X-ray techniques (X-ray Diffraction, X-ray Raman Scattering Spectrometry, X-ray Absorption Spectrometry) along with structural modeling demonstrated that the formation of a spinel like arrangement between Mg and Fe, stabilized lattice oxygen and thus minimized the undesired C-C bond scission during the C2H6 step of CO2-ODHE-CL.

Boosting Student Motivation in Chemistry: A Study on the Integration of Educational Robotics and Mobile Technology for pH Instruction

To address the challenge of improving the understanding of chemistry concepts, particularly pH, this study explored the impact of integrating educational robotics on students’ motivation and learning outcomes. A total of 160 3rd-year middle school students from a public school in Meknes, Morocco, participated in the study, which was divided into an experimental group (n = 82) and a control group (n = 78). Student performance was evaluated through standardized tests, while motivation levels were gauged using a questionnaire. The findings indicated a significant increase in motivation among students in the experimental group compared to those in the control group. However, no significant differences in overall academic performance were detected between the two groups. These findings provide valuable insights for educators and curriculum developers, underscoring the importance of integrating innovative pedagogical approaches with traditional methods to enhance science education.

White analytical chemistry evaluation of medicines quality screening devices in low- and middle-income countries field settings

Addressing the quality of circulating medicines in low- and middle-Income countries is challenging due to limited access to affordable and rapid laboratory analyses. Moreover, traditional analytical methods generate hazardous waste, posing further environmental and health risks, conflicting with several United Nations Sustainable Development Goals, such as reducing pollution and conserving ecosystems.In response to these environmental challenges, the concept of green analytical chemistry emerged promoting environmentally friendly practices through principles such as reducing chemical use, minimizing energy consumption, and managing waste. Various green metric tools have been developed to assess the environmental impact of analytical methods, but these often neglect the reliability and applicability of the methods. To address this gap, approaches like White Analytical Chemistry (WAC) have been proposed, integrating criteria for environmental safety, reliability, and cost-effectiveness. WAC's principles are categorized into red (fitness for purpose), green (environmental safety), and blue (cost-efficiency) criteria.This study aims to use the WAC approach to provide a holistic comparison of different medicines' quality screening devices, helping developing countries with high SF medicine prevalence make informed choices. Three different situations are investigated: ex-ante evaluation, ex-post evaluation of the qualitative performances and ex-post evaluation of the quantitative performances of the most used medicines’ quality screening devices in low- and middle-income countries field settings.

FORMATION OF CONCEPTUAL AND TERMINOLOGICAL APPARATUS AS A COMPONENT OF PROFESSIONALLY ORIENTED FUTURE PHARMACIST TRAINING

The article analyzes the process of forming the conceptual and terminological apparatus as a component of professionally oriented training of future pharmacists; based on generalization of theoretical foundations, the features, strategies, and methods, the formation of the conceptual and terminological apparatus that contribute to the efficient training of future pharmacists in the process of studying the discipline «Analytical Chemistry» are revealed. The following criteria for the selection of chemical terms and concepts are proposed: thematic affiliation (exclusion of terms from related fields), focus on the vocabulary, systematicity, completeness of terminology coverage, as well as synchronicity (time factor), usage (frequency), semantic value of the term, term-forming capacity, normativity, and connectivity. The article considers the holistic organization of work on the qualitative mastering of the terminological vocabulary of analytical chemistry, and the development of professionally oriented communicative competence of future specialists majoring in the specialty 226 «Pharmacy, Industrial Pharmacy». It involves the use of proven methods and techniques for the rational selection, semantization and presentation of terminological language units. The exercises are divided into types, and their sequence in working with terms is established: introduction of terminological vocabulary (preparatory exercises) – language exercises – communicative and linguistic exercises, which involve the simultaneous selection and functioning of pre-text, while-text, and post-text exercises in such work. Post-textual tasks and forms of application of exercises have been developed. They are the following: work in pairs, organizing a cluster based on reference material, sentence construction, terminological dictation, and crossword puzzles. microtext construction, formulating definitions of terms, working with mental maps, using multimedia, trainings, video presentations, and the game «Guess the term!». It has been concluded that the usage of various communicative and speech exercises aimed at mastering terminological vocabulary in the process of teaching analytical chemistry contributes to professional communication skills improvement in the discipline and, by forming terminological experience, increases the level of professional language competence of future pharmacy specialists.

Development of a novel and useful methodology for the simultaneous analysis of multiclass contaminants in bovine fat.

The instrumental development of tandem mass spectrometers fosters the actual trend in the trace analysis of organic compounds to the development of methods that allow the analysis of contaminants of the most diverse origin in a single analytical sample. The multiclass methods are aligned with the Who's One Health initiative while accomplishing the concepts of green chemistry. However, there are few reports of wide scope multiclass methods for the analysis of contaminants in this matrix. In this work, a method for the simultaneous determination of 62 compounds in bovine fat, was developed and validated following DG-SANTE/11813/2021 guidance. Liquid nitrogen milled fat was extracted with toluene and acetonitrile. Then a clean-up in a cryogenic bath, followed by dispersive solid phase extraction was performed. Residue determination was done using liquid chromatography for 44 compounds and gas chromatography for 18 compounds, both coupled to tandem mass spectrometry in MRM mode. The method was first developed and validated for two ectoparasiticides, then the scope was expanded for the analysis of 13 veterinary drugs and 49 pesticides. Recovery percentages were in the range of 60-134%, high matrix effect was observed in 50% of the scope of the method. Most compounds presented limits of quantification of 10 μg kg-1 in compliance with international requirements. The method was applied to monitor 49 commercial samples to evaluate its performance. Eighty percent of samples contained ethion and 10% had fluazuron, both within MRLs, highlighting the need for proper withdrawal times.

Development of Project Based Learning E-Module on Salt Hydrolysis Material to Improve Student Learning Outcomes

The conventional printed modules used in schools have not been able to make students active and understand chemical concepts. Therefore, it is necessary to develop an interactive multimedia-based e-module grounded in Project Based Learning (PjBL), equipped with videos, images, and interactions to engage students and facilitate easier comprehension of chemical materials. The iam of this study is to improve the learning outcomes of class XI Science Muhammadiyah 1 High School Pontianak. The method used in this research is development (research and development) employing the ADDIE model, which includes the stages of (analysis, design, development, implementation, and evaluation). The research findings indicate very high criteria with an average validity coefficient of 0.93 for each aspect of media, materials, and language. The practicality analysis, based on the response questionnaires from the small group trial and the main field trial, showed practicality values of 71% and 74%, respectively, both with practical criteria. It can be concluded that the project based learning e-module developed is feasible to be used as an effective and practical learning tool for XI Science students and chemistry teachers in high schools.

Exploring the Emergence of Chemistry in Preschool Education: A Qualitative Perspective

The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children’s science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological perspectives. How children transition from everyday to scientific thinking during their early years of education is influenced by ontological and epistemological stances. The objective of this study is to introduce science content—including chemical concepts to preschool children—by utilizing a play-based learning approach in a longitudinal study. The exploration of verbal and non-verbal material, specifically pertaining to chemical content and individual differences, involved implementing educational experiments and real-life or animated zooming-in videos. The results indicated a well-established physical ontological framework utilized for the systematic interpretation of submicroscopic phenomena.

Information-theoretic quantities as effective descriptors of electrophilicity and nucleophilicity in density functional theory.

Electrophilicity and nucleophilicity are two vastly important chemical concepts gauging the capability of atoms in molecules to accept and donate the maximal number of electrons. In our earlier studies, we proposed to simultaneously quantify them using the Kullback-Leibler divergence from the information-theoretic approach in density functional theory. However, several issues with this scheme remain to be clarified such as its general validity, predictability, and relationship with other information-theoretic quantities. In this work, we revisit the matter with bigger datasets and deeper theoretical insights. Five information-theoretic quantities including Kullback-Leibler divergence, Hirshfeld charge, Ghost-Berkowitz-Parr entropy, and second and third orders of relative Onicescu information energy are found to be reliable and robust descriptors of electrophilicity and nucleophilicity propensities. Employing these five descriptors, we design a list of new compounds and predict their electrophilicity and nucleophilicity scales. This work should markedly improve our confidence and capability in applying information-theoretic quantities to evaluate electrophilicity and nucleophilicity propensities and henceforth pave the route for more applications of these quantities from information-theoretic approach in density functional theory in the future. All structures were fully optimized at the M06-2X/6-311 + G(d) level of DFT functional using the Gaussian 16 package (version C01) with integration grids and tight self-consistent-field convergence. The solvent effect was taken into account by using the implicit solvent model (CPCM) in the CH2Cl2 solvent, and all 3D contour surfaces of Fukui function, local temperature, and ITA (information-theoretic approach) quantities were generated by GaussView. The Multiwfn 3.8 program was used to calculate the ITA indexes and atomic charges.

Quo Vadis, Chemistry in Eight-Year Grammar Schools?

This article provides a more detailed insight into the scope and content of chemistry teaching in eight-year grammar schools. What is the most common year in which chemistry is started in eight-year grammar schools in the Czech Republic? What topics do students most often encounter in chemistry when they start high school? And does chemistry as a subject receive more space in eight-year grammar schools than in the sequence of primary schools followed by four-year grammar schools? These are the questions we seek to answer in this article. It turns out that, compared to primary schools, chemistry teaching starts earlier in eight-year grammar schools, by up to two years. Thus, the overall scope of chemistry teaching is significantly higher in most eight-year grammar schools than in the combination of primary schools and four-year grammar schools. In terms of teaching topics, however, eight-year grammar schools follow the usual sequence, i.e. to start with general chemistry and continue with other chemistry disciplines. Taking these findings into account, reading the article might offer to educators a reflection on the concept of teaching chemistry in future years.

Learning chemistry of metals in the context of forging: An ethnographic case study of blacksmithing in Guji Oromo, Ethiopia

This study explores the art of blacksmithing in Guji Oromo to locate underlying chemistry concepts, knowledge, and ways of knowing. The ethnographic case study design was employed, in which 11 blacksmiths were engaged through observation and semi-structured interviews. The data from the interview and observation were separately analyzed and triangulated against each other thematically. As a result, it was found that the blacksmiths in Guji use three mechanisms to identify the quality and suitability of metals collected for redesigning: textual, mechanical, and sparking tests. Besides, blacksmiths with no or little schooling have a remarkable conception of the fundamentals of metals and metallic bonding, malleability and ductility as a measure of metal qualities, rusting as threats to the existence of metals and how to prevent, metallic crystal and micro crystal rearrangement and thermal conductivity of metals. Moreover, the setting and underlying ways of knowing were found to be so constructivist because novices are allowed to explore and learn their way with minimal involvement from the experienced ones. Concerning the origin of blacksmithing, two themes of hypothesis were found in this study. One is that the origination of the art is among the ancestors of Guji themselves, and the other is that the explorers and metallurgists from other communities in Kenya or southern Ethiopia introduced the art. Thus, the narratives are controversial which call for further study. In conclusion, the findings revealed that the blacksmithing practice in Guji has utilizable chemistry contents and concepts that could enhance learning of chemistry by creating familiar context.

Design, Synthesis and in Silico Studies of New 2-MethylQuinazolin-4(3H)- Ones Derivatives

The concept of the green chemistry consists in the development of an environmentally friendly approach for organic synthesis using ecological and efficient protocols. In order to develop a methodology that could fit into the green chemistry field, for the synthesis of new quinazolin-4(3H)-ones derivatives via benzoxazinone, the choice was made on the use of both as catalysts, known for their efficiency, and microwave irradiations for time saving.The quinazolinone core and its derivatives form an important class of compounds, as they are present in a large family of products with broad biological activities. They generally display useful therapeutic and pharmacological properties such as anti-inflammatory, anti-convulsant, antihypertensive and antimalarial activity.The derivatives of the 2-metylquinazolin-4(3H)-ones 3a-d series was synthesized from 2- methyl benzoxazin-4(3H)-one 1 and aniline in the presence of H3PW12O40 (PW12) under microwave irradiation and solvent free conditions. The compound structures were established using IR, 1H-NMR, 13C-NMR and mass spectroscopy. The toxicity of the hydrazone derivatives was studied through ADMET (Absorption, Distribution, Metabolism, Excretion, and Toxicity) simulations using ADMET Lab 2.0 server.

Differentiated Instruction in Chemistry Education

Differentiated Instruction (DI) is a comprehensive approach that addresses a variety of students’ requirements and needs in a classroom environment, including their interests, readiness, and learning styles. The idea behind this approach is based on the belief that every classroom is unique. Thus, educators should review and modify their teaching practice from time to time. Hence, this study aims to identify the learning methods in differentiated instruction, their advantages, and challenges to implement in chemistry education using qualitative methods through semi-structured interviews. Seven secondary school teachers with 10 years of teaching experience in Chemistry were selected purposely for this study. To achieve the research objectives, thematic analysis is used, involving reading through the data and analyzing them according to the themes. The experts validate the updated questioning instrument prepared by the researchers to ensure the validity of the questionnaire. Findings reveal that most of them have specific experiences of using differentiated pedagogy to teach chemistry. Three of them described that students, who tend to master visual-spatial intelligence, can interpret and enhance their understanding of a chemistry concept through drawing, namely for the formation of ionic bonds and covalent bonds. For students, who master linguistic-verbal intelligence, teachers can use presentation activities to enhance their understanding of the chemistry concept. Hence, it can promote active learning, encourage students to ask questions, increase students' confidence level in performing classroom activities and other advantages. Conversely, the difficulty faced by the teachers in implementing DI is time constraint. Hence, differentiated instruction is a valuable and practical approach to addressing the diverse needs of students, promoting engagement, collaboration, and the development of essential skills for lifelong learning. Integrating DI principles can contribute significantly to creating enriching and effective learning environments as education evolves.