Exploring Stakeholders’ Views on Chemistry Curriculum Implementation in Teacher Education

The recent restructuring of the Colleges of Education (CoE) curriculum in Ghana into a four-year Bachelor of Education (B.Ed.) programe aims to equip pre-service teachers with the pedagogical, scientific, and technological competencies required for effective teaching in 21st-century classrooms. Despite these reforms, evidence on how the chemistry curriculum is being implemented from the perspectives of key stakeholders remains limited. This study, therefore, explored stakeholders’ views on the implementation of the B.Ed. Chemistry curriculum in Colleges of Education. Using a convergent mixed-method design, data were collected from twenty-five purposively selected participants, comprising pre-service teachers, chemistry lecturers, heads of chemistry departments, and quality assurance officers. Quantitative data were gathered using Likert-scale questionnaires and analysed descriptively with SPSS (version 20.0), while qualitative data from semi-structured interviews were analysed thematically. Findings from both quantitative and qualitative analyses revealed strong convergence around two significant implementation challenges: inadequate instructional resources and insufficient time for sustained professional development. Although chemistry lecturers generally perceived the curriculum as clearly communicated, relevant to societal and scientific needs, and well aligned with national educational priorities, they reported significant disparities in laboratory facilities, teaching aids, ICT resources, and financial support across institutions. These disparities constrain effective practical chemistry instruction and limit opportunities for inquiry-based and hands-on learning. The study further found that lecturers’ involvement in curriculum planning and review processes enhances professional ownership and instructional relevance. The study concludes that while the reformed chemistry curriculum is conceptually sound, addressing resource inequities and strengthening institutional support mechanisms are critical for achieving consistent and effective curriculum implementation across Colleges of Education.