Chimica Didactica Acta (CDA) is an open access journal that provides an international platform for the publication of high-quality research in chemistry and chemistry education. The journal welcomes contributions from all sub-disciplines of chemistry, with a strong emphasis on teaching, learning, laboratory practice, and educational innovation in chemistry across secondary, vocational, and higher education contexts. Chimica Didactica Acta publishes manuscripts that are scientifically sound, methodologically rigorous, and pedagogically meaningful, offering new insights that advance both chemical knowledge and the teaching and learning of chemistry. The journal values studies that bridge theory and practice, particularly those demonstrating clear implications for classroom instruction, laboratory work, curriculum development, or educational policy. Subject coverage includes, but is not limited to, the following areas: General Chemistry Organic Chemistry Inorganic Chemistry Physical Chemistry Analytical Chemistry Biochemistry Environmental and Green Chemistry Industrial and Applied Chemistry Materials and Polymer Chemistry Computational and Theoretical Chemistry (with educational relevance) Chemistry Education and Didactics: Chemistry teaching and learning strategies Curriculum design and development in chemistry Assessment and evaluation in chemistry education Misconceptions and conceptual understanding in chemistry Teacher education and professional development in chemistry Laboratory and Practical Work: Design and implementation of chemistry laboratory activities Inquiry-based and problem-based laboratory learning Safety, sustainability, and green practices in chemistry laboratories Virtual laboratories, simulations, and remote lab experiences Assessment of laboratory skills and competencies Learning Media and Educational Innovation: Development and evaluation of learning media for chemistry instruction Digital tools, simulations, animations, and multimedia resources Integration of ICT, AI-supported tools, and educational technologies in chemistry classrooms Blended, online, and technology-enhanced chemistry learning environments Submissions focusing on educational technology or digital tools must demonstrate clear pedagogical value and originality, beyond the simple reuse of existing platforms or methods. Studies related to laboratory innovation should include a clear educational application and evidence of learning impact. Article Types Chimica Didactica Acta welcomes the following types of submissions: Full Research Articles presenting comprehensive empirical, theoretical, or design-based studies Practice Reports, which may include: Innovative teaching practices or laboratory activities Development or evaluation of learning media Preliminary findings, pilot studies, or well-documented negative results Conceptual frameworks or instructional design studies These formats allow authors to share valuable educational insights that may not yet constitute large-scale studies but offer meaningful contributions to chemistry education practice and research. Review articles are considered upon invitation by the Editor or Editorial Board. Reviews should go beyond descriptive literature summaries and provide critical analysis, synthesis of evidence, identification of research gaps, and forward-looking perspectives for chemistry education and practice. Reviews lacking a strong analytical and reflective component will not be considered for publication.