INTERDISCIPLINARY CHEMISTRY LEARNING AS A PATHWAY TO HEALTH LITERACY, EDUCATIONAL EQUITY, GENDER EQUALITY AND TEACHER SUSTAINABILITY IN AFRICAN SECONDARY SCHOOLS

Abstract

Chemistry teaching in secondary schools across sub-Saharan Africa is at the point of experiencing so many crises: the need of the public health that is not met, science education had inequality in its structure, gender disparities that is very wide in STEM engagement, and a shortage of qualified teachers that worsening the situation, inability to sustain the science teachers in school. This study presents a comprehensive conceptual and theoretical framework for addressing the point of intercept and challenges confronting chemistry education. Interdisciplinary approach is proposed as an approach that combines culturally responsive pedagogy, inquiry-based learning, gender-transformative practices, and Artificial Intelligence (AI)-supported instruction. Recent studies conducted between 2021 and 2026 in countries like Nigeria, Kenya, Tanzania, Ethiopia, and Ghana show that chemistry lessons become far more engaging and meaningful when teachers connect them to students' everyday lives especially real health issues, local experiences, and community knowledge. When chemistry is taught this way, students don't just memorize concepts; they actually understand them better, grow more confident in the subject, and feel that their own backgrounds and ways of knowing are valued. This approach also helps narrow the stubborn gender gaps that still exist in science performance. The research also highlights the growing role of AI-powered tools such as virtual laboratories, adaptive quizzes, and intelligent tutoring systems in making quality chemistry education more accessible. These technologies give students practical, personalized learning experiences even when physical labs are limited. At the same time, they can lighten teachers' workload and ease some of the pressures that often lead to burnout and teachers leaving the profession. A conceptual model is proposed that maps the interrelationships among interdisciplinary chemistry pedagogy, AI-mediated learning environments, epistemic justice, inclusive classroom culture, and teacher sustainability. The study concludes that the transformation of chemistry education in Africa is not merely a matter of curriculum reform but a justice-oriented, technology-mediated restructuring of educational systems, directly aligned with the Sustainable Development Goals: SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 5 (Gender Equality).