A phenomenological exploration of laboratory-based curricula in applied chemistry: opportunities and challenges

Background and Objective: The present study was conducted with the aim of investigating the implementation status of the laboratory-based curriculum in the undergraduate Applied Chemistry program and its quality of teaching and learning by students at Azarbaijan Shahid Madani University. Materials and Methods: This research was carried out with a qualitative approach and a descriptive phenomenological method. Participants included 18 senior and graduated students, who were selected through purposive sampling, and theoretical saturation was achieved after the 18^th interview. Data were collected through semi-structured interviews and analyzed using the Colaizzi’s method. Findings: From the analysis of the findings, after merging and removing duplicates, 190 initial semantic codes, 9 main themes, and 19 subcategories were extracted. The main themes included laboratory infrastructure and equipment, deficiencies in curriculum implementation, educational outcomes, professional competencies and industry linkage, safety management in the laboratory, the role and competencies of instructors, time management and planning, individual and teamwork skills, and teaching and assessment methods. Ultimately, the findings revealed that achieving the educational objectives of these courses requires a fundamental revision of structural, instructional, and managerial dimensions, modernization of equipment, empowerment of instructors, and systematic engagement with industry. Conclusion: The findings not only present a list of successes and challenges but also implicitly reveal an intricate network of interrelated factors and consequences, ultimately giving rise to a substantial ‘implementation gap’ between curricular objectives and educational realities. Regarding successes, the findings unequivocally underscore the indispensable role of the laboratory as the driving force behind experiential comprehension and the consolidation of learning. Students reported that direct observation of phenomena and hands-on manipulation of materials breathes life into abstract concepts acquired in classroom instruction, transforming them into tangible, enduring knowledge.