How Can Evidence-Based Teacher Education Promote Relevant Chemistry Learning Through Teachers’ Professional Agency?

Fostering teachers’ professional agency is central to promoting relevant chemistry learning, as it enables future teachers to design accurate, evidence-informed and meaningful learning in a rapidly changing scientific landscape. This article summarises 25 years of evidence-based chemistry teacher education (EBTE) within the LUMA co design ecosystem. Situated in the Department of Chemistry, the Chemistry Teacher Education Unit collaborates closely with scientists and co designs pedagogical content knowledge (PCK) and Technological Pedagogical Content Knowledge (TPASK) courses that are both scientifically up to date and pedagogically effective. Developing strong PCK grounded in chemistry research, chemistry education research and classroom practice, strengthens scientific literacy, enabling teachers to translate often complex chemical ideas into accessible and relevant forms for learners. The EBTE model connects theory and practice, supports cross boundary collaboration and prepares research-oriented designer teachers for the demands of modern science, sustainability, digitalisation and AI. Co design within the co-design-based research (CoDBR) framework enhances teachers’ professional, relational and epistemic agency by enabling research informed development and fostering close collaboration with chemists and societal partners through LUMAlab Gadolin. Agency driven co design within the LUMA ecosystem can build the capacity of student teachers, practising teachers and students to engage confidently with contemporary chemistry, and contribute to a scientifically literate and sustainable future.