This research report examines the deep application and teaching-paradigm innovation of digital technology in A-level Chemistry instruction at international high schools. In response to three persistent challenges in international chemistry education, namely cognitive overload, cross-language learning barriers, and limited personalization, this study draws on an expanded technological pedagogical content knowledge (TPACK) framework to design a coherent, technology-supported teaching system. Rather than focusing only on classroom tools, the report emphasizes the redesign of the wider learning ecosystem, including how instruction, materials, assessment, and student support can work together more effectively. The study explains how well-structured resources and instructional routines can function as “cognitive scaffolds” at the heart of A-level Chemistry, helping students manage complex concepts and connect macroscopic observations with microscopic models and symbolic representations. With particular attention to multilingual classrooms and the development of higher-order thinking, the report proposes practical, forward-looking strategies that teachers can implement and adapt. Using detailed teaching cases, careful comparative data analysis, and reflection on educational ethics, the research ultimately argues for a return to the core purpose of education: Helping students build strong scientific understanding while developing responsibility, judgment, and humanistic concern.
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Wan, L., Peng, S., Lei, X. (2025) Innovation in A-level Chemistry Teaching from the AI-TPACK Perspective: Reconstructing Cognition, Deep Interaction, and Whole-person Education. Global Education Bulletin, 2(5), 38-42. https://doi.org/10.71052/grb2025/TJMS4086