Universally, the transition into first-year university Chemistry is often met with difficulty. However, for many South African students, this transition becomes especially daunting when entering a laboratory for the first time. Years of unequal schooling, limited access to well-equipped science labs, and language barriers compound students' experiences, creating a barrier that affects their confidence, conceptual understanding, and performance in practical sessions. Recognising these challenges, a digital innovation that transforms pre-laboratory exercises through interactive online simulations was developed in collaboration with the LearnSci team.

The project introduces weekly online pre-laboratory exercises embedded directly into the institution’s learning management system (LMS). These pre-lab exercises combine interactive simulations, guided prompts, conceptual questions, and automated feedback designed to prepare students before they step into the Chemistry laboratory. Each activity mirrors the structure, safety requirements, and learning outcomes of the upcoming laboratory session, enabling students to practise procedures, test predictions, and explore outcomes in a low-risk virtual environment. The design is grounded in active learning principles, Universal Design for Learning, and constructive alignment between theory, experiment, and assessment.

This innovation addresses long-standing teaching and learning challenges. Previously, many students arrived underprepared, unsure of laboratory protocols, and unable to translate theoretical knowledge into experimental practice. The consequences included procedural mistakes, low confidence, fragmented learning, and reduced engagement. By shifting core preparation into an interactive, student-centred digital format, the project strengthens readiness, increases autonomy, and bridges the gap between lectures and laboratory work.

Evidence of the project impact is clear across multiple data points. LMS analytics show consistently high completion rates, frequently above 85%, indicating strong student engagement. Lecturers and demonstrators observed a notable reduction in procedural errors, fewer basic misconceptions, and increased participation within the laboratory environment. Students themselves reported greater confidence, improved understanding, and reduced anxiety, particularly those with limited prior lab exposure. Assessment performance on pre-lab exercises demonstrated measurable gains in conceptual understanding, and qualitative reflections highlighted the benefits of step-by-step guidance and the ability to learn at one’s own pace.

Beyond improving student learning, the digital pre-labs reshaped teaching practice. Laboratory time was used more effectively, allowing staff to focus on higher-order skills such as data interpretation, problem-solving, and critical thinking. Learning analytics provided insights into common misconceptions, enabling targeted interventions and more responsive teaching. The collaborative design process between the LearnSci team and myself strengthened curriculum relevance and ensured contextual sensitivity for South African students.

The innovation is already gaining broader attention at UKZN and shows clear potential for wider application. There is strong interest in scaling the model across other science modules. Plans include deeper integration of video demonstrations, peer discussion forums, multilingual support, and research-led refinement through formal Scholarship of Teaching and Learning outputs. A small proportion of students (<5%) remain resistant to engaging weekly, which will be addressed through improved scaffolding and alignment with assessment requirements.

This project demonstrates how thoughtful digital transformation can promote equity, strengthen scientific literacy, and enhance first-year learning experience. It offers a sustainable, scalable model for modernising laboratory preparation and advancing teaching excellence.