Organic chemistry laboratories (OCLs) are central to undergraduate chemistry education, yet their pedagogical potential often remains underutilized. Traditional laboratory experiments, largely focused on verification and technical skill development, frequently fail to promote a deeper conceptual understanding, scientific reasoning, and critical thinking. As the demands of modern chemical science and industry increasingly emphasize adaptability, problem-solving, and inquiry, laboratory instruction must evolve beyond prescriptive protocols. This paper critically synthesizes literature from chemistry education research to examine the limitations of conventional OCL practices and to evaluate contemporary pedagogical approaches aimed at enhancing student engagement and learning. Particular emphasis is placed on guided-inquiry and question-driven laboratory designs, which balance structured scaffolding with opportunities for student decision-making, interpretation, and reflection. These approaches are shown to foster conceptual reasoning, authentic inquiry, and metacognitive development, while remaining scalable across diverse institutional contexts. Problem-based learning and related instructional models are discussed as complementary strategies within broader inquiry-oriented laboratory frameworks rather than as standalone solutions. Across the reviewed studies, an effective OCL design consistently aligns clearly articulated learning goals with opportunities for reflection, argumentation, and iterative problem-solving. By integration of evidence-based pedagogical strategies, this review highlights practical pathways for reimagining organic chemistry laboratories as intellectually engaging environments that support both technical proficiency and deeper scientific understanding.
Amrit Krishna Mitra (Wed,) studied this question.