How Technology and Teaching Shape Future Metallurgy Professionals
It's 9:45 PM on a Thursday at IFES Campus Vitória in Brazil. While most classrooms stand empty, one chemistry lab buzzes with activity. Among the students is João, a 35-year-old former construction worker who dreams of becoming a materials technician. Like his classmates in the PROEJA integrated technical program, João balances full-time work, family responsibilities, and now, the daunting task of learning complex chemistry concepts after decades away from formal education.
What enables these determined adult learners to master the sophisticated chemistry required for metallurgy careers? The answer lies in an educational revolution blending innovative technology with supportive teaching practices specifically designed for returning students.
Average age of PROEJA students
Typical class time for working students
The Integrated Technical Education Program for Youth and Adults (PROEJA) at IFES Campus Vitória represents a critical educational pathway for working professionals like João seeking technical training in metallurgy and materials 7 . Unlike traditional chemistry courses, these programs must address unique challenges: students with significant knowledge gaps from interrupted formal education, the need for direct career applicability, and the physical limitations of part-time adult learners who often arrive exhausted after full workdays.
Chemistry education within metallurgy and materials technical programs serves as the fundamental bridge between abstract scientific concepts and real-world industrial applications. Students learn to connect molecular structures to material properties, chemical reactions to manufacturing processes, and laboratory techniques to quality control standards. This connection happens through a carefully designed educational approach that recognizes both the constraints and wealth of life experience that adult learners bring to the classroom.
Walk into a PROEJA chemistry class, and you might be surprised to see students manipulating 3D molecular structures on tablets, accessing virtual laboratories from their smartphones, or collaborating through digital platforms. The integration of technology follows seven identified Modes of Technology Integration (MOTIs) that enhance chemistry education 4 :
Helping students see the invisible molecular world through 3D models and AR/VR simulations.
Providing access to real chemical data for analysis and research.
Introducing industry-standard analysis techniques through specialized software.
Offering flexible access to lab experiences through simulations and videos.
| Mode | Technology Examples | Educational Value |
|---|---|---|
| Digital Visualization | 3D molecular models, AR/VR simulations | Makes abstract concepts tangible |
| Virtual Laboratories | Online experiment simulations | Allows safe, repeatable practice |
| Computational Methods | Molecular modeling software | Develops technical skills |
| Everyday Chemistry Connections | Smartphone apps, interactive videos | Increases relevance for students |
For metallurgy students in PROEJA programs, these technologies aren't just gadgets—they're essential tools that overcome traditional educational barriers. Virtual laboratories mean students who work day shifts can conduct experiments late at night when physical labs are inaccessible. Augmented reality apps transform complex crystal structures into interactive 3D models that can be rotated and examined from all angles—critical for understanding metal properties at the atomic level 1 4 .
Chemistry teachers report that these technologies are particularly valuable for illustrating complex or abstract concepts that challenge many learners. As one educator noted, videos and augmented reality tools help visualize the three-dimensional nature of atoms and the steps involved in chemical processes 1 . Additionally, students can safely experience dangerous phenomena like nuclear chain reactions or compress slow chemical processes to better observe outcomes.
How effective are these technological approaches? Recent research provides compelling evidence. In a study conducted with pre-service teachers, participants were divided into two groups: one used virtual laboratories before hands-on lab work, while the other proceeded directly to physical labs 8 . The results were striking.
The experimental group showed significantly more positive attitudes toward the laboratory experience and demonstrated better understanding of the procedures they needed to perform. The virtual pre-training helped them approach the physical lab with greater confidence and competence—particularly valuable for adult learners who may experience science anxiety after years away from formal education.
"The virtual laboratory experience allowed students to make mistakes safely, repeat procedures until mastered, and visualize processes at their own pace—advantages that are particularly valuable for the diverse learning needs in PROEJA classrooms." 8
| Metric | Control Group | Virtual Lab Group |
|---|---|---|
| Understanding of Lab Procedures | Moderate | High |
| Confidence Entering Lab | Moderate | Significantly Higher |
| Engagement During Experiment | Standard | Enhanced |
| Technical Skill Application | Satisfactory | Improved |
Both groups completed a survey about their attitudes toward laboratory work
The experimental group completed virtual laboratory simulations
Both groups performed the same organic chemistry experiment
Both groups completed an identical follow-up survey
If technology is the vehicle for enhanced learning, teachers are the drivers. Research reveals that educators approach technology integration with a pragmatic, functional attitude—valuing tools that genuinely enhance learning without complicating the process 1 . The most successful technology integrations occur when teachers receive adequate support, including technical assistance, targeted training, and time to incorporate new methods into their teaching practice.
Interestingly, a teacher's age or years of experience doesn't determine their technology use—what matters most is their perception of a tool's ease of use and reliability. Teachers who experience problems with basic technology (like malfunctioning Apple TV or smartboards) understandably become hesitant to adopt more advanced educational technologies, regardless of their potential value 1 .
Teacher technology adoption depends more on perceived ease of use and reliability than on age or experience level.
| Factor | Teacher Response | Impact on Use |
|---|---|---|
| Positive Tool Experience | Regular use and experimentation | High adoption rate |
| Technical Difficulties | Frustration and avoidance | Reduced technology use |
| Chemistry-Specific Tools | Selective adoption | Context-dependent use |
| General Tools (videos, apps) | Widespread acceptance | Broad integration |
The most commonly used digital tools in chemistry classrooms remain general applications for communication and organization, such as Microsoft Teams and spreadsheet software 1 . This suggests that while specialized chemistry technology offers significant benefits, the foundation of technology integration begins with tools that streamline course management and communication—particularly important in PROEJA programs where students have limited face-to-face time.
For PROEJA metallurgy students, what factors most influence their perception of chemistry? Research identifies two primary elements: the course instructor and the course structure 9 . These factors prove more significant than the technology itself or even prior science experience.
of students who identified the instructor as their key influence believed they would perform well in future chemistry courses
of students who selected course structure as the decisive element believed they would perform well in future courses
In a study of 447 students, those who earned higher grades (Bs or better) were more likely to cite the instructor as the most influential factor in their chemistry perception. Meanwhile, students who earned Cs or lower more frequently identified course structure as the decisive element 9 . This suggests that while all students benefit from well-designed courses, those struggling academically depend particularly on clear organization and accessible materials.
Perhaps most tellingly, students who identified the instructor as their key influence were significantly more likely to believe they would perform well in future chemistry courses (66% vs. 47% who selected course structure) 9 . This highlights the profound impact that supportive, effective teachers have on student confidence—a crucial factor for PROEJA students who may doubt their academic abilities after prolonged educational breaks.
The transformation of chemistry education through thoughtful technology integration and supportive teaching practices represents more than just pedagogical evolution—it's a vital step toward inclusive technical education that acknowledges the diverse needs of adult learners. For PROEJA metallurgy students at IFES Campus Vitória, these approaches make the difference between struggling through abstract requirements and mastering applicable skills that advance their careers.
Technology should enhance, not replace, foundational teaching approaches.
Professional development and technical assistance are crucial for successful integration.
Multiple technology methods address the varied learning needs of adult students.
As educational research continues to identify effective practices, several principles emerge as particularly relevant for integrated technical programs:
For returning adult students in technical programs, these educational innovations do more than teach chemistry—they reopen doors to professional advancement that many thought had closed. They transform chemistry from a barrier into a gateway, and in doing so, they don't just change how we teach science—they change who can access its opportunities.
The next time you pass a technical school late at night, remember that the lights still on in chemistry classrooms illuminate more than just lab equipment—they light a path to new possibilities for determined learners proving it's never too late to master the science that shapes our material world.