The theoretical and practical foundations of the acmeological–interactive model in chemistry education

Abstract

This article examines an acmeological–interactive model for chemistry education that integrates principles of professional and personal development (acmeology) with active, student-centered interactive learning. The model is conceptualized as a structured framework that supports learners’ motivation, reflective thinking, collaboration, and conceptual understanding through purposeful instructional design. The paper outlines the model’s theoretical basis and translates it into practical classroom mechanisms such as problem-based tasks, guided inquiry, dialogic learning, formative feedback, and reflective activities. The proposed approach aims to enhance both learning outcomes and learner agency in chemistry, bridging theory and classroom implementation.