A Contextually Relevant Framework for Integrating Robotics in Secondary Chemistry Teaching: The Case for Stoichiometry and Titration

This study develops a contextually relevant robotic concept-based framework (RCF) for integrating robotics into secondary chemistry teaching, illustrated through the cases of stoichiometry and titration. The framework is designed for resource-constrained South African classrooms where limited laboratory access restricts practical experimentation and learner engagement. A systematic review following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines identified 17 peer-reviewed studies drawn from Scopus and Web of Science informing the construction of the RCF. Four interlinked dimensions were identified: pedagogical design, technological infrastructure, teacher development and support, and contextual adaptability. The framework aligns with constructivist and inquiry-based learning principles by embedding robotics into both deductive and inductive learning pathways. These pathways allow learners to interact with and visualise abstract chemical processes through hands-on and virtual experimentation. The RCF promotes conceptual understanding, learner motivation, and engagement, while developing computational and problem-solving skills. Illustrative lesson designs and an Arduino-based titration model demonstrate its adaptability across diverse classroom contexts. The framework provides a scalable, evidence-based approach for enhancing chemistry instruction through robotics, bridging the gap between theoretical abstraction and experiential learning in under-resourced STEM environments.