Polytechnic Chemistry as a Model for the Transition to Research-Based Teaching

The Research-Based Teaching/Learning methodology, wellestablished for over three decades, contrasts with under-examined traditional teaching approaches that prioritize factual content devoid of methodological depth.This persistence in traditional methods stems from their historical prevalence in teacher and student training.At the same time, university professors are involved in research but find it difficult to involve their students: the curriculum does not provide for this in most bachelor programs.After such a bachelor's study, graduates are not interested in a master's degree and are not prepared to do research in it.To bridge this gap, educational programs must be reimagined with a focus on adapted scientific texts.The «Polytechnic Chemistry» project exemplifies this approach, integrating research into traditional chemistry topics with a practical emphasis on industrial-scale substances.By strategically reducing the volume of facts and emphasizing historical context and contemporary research, this project promotes deeper understanding and critical thinking of students.The «WTiM» project implements this initiative on the basis of various water treatment technologies and offers training in various areas of chemistry and related chemical technologies in the context of substances and materials used in water treatment.Computer simulations for research activity are essential for comprehensive learning, compensating for the time constraints of conventional laboratory sessions.A proposed web platform and specialized journal could further enhance this educational model by publishing adapted research materials accessible to diverse audiences, from seasoned scientists to schoolchildren and their educators.This transformative educational framework requires the cultivation of educators adept at preparing graduates for a dynamic life landscape.These educators could play a pivotal role in fostering lifelong learning and cultivating research-oriented individuals who would be able to contribute meaningfully to the "Academy of Total Science", dedicated to preserving and developing the research potential of people across all stages of life.