<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Saša A. Horvat</style></author><author><style face="normal" font="default" size="100%">Valentina Periškić</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ARTIFICIAL INTELLIGENCE IN CHEMISTRY EDUCATION: OPPORTUNITIES, CHALLENGES, AND FUTURE DIRECTIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">AI tools</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">technology supports</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The rapid development of artificial intelligence (AI) has become one of the most significant technological transformations of the 21st century. In recent years, AI-powered tools have increasingly entered educational environments, influencing how knowledge is accessed, processed, and communicated. 
The future of chemistry education may therefore depend less on the capabilities of AI itself and more on educators’ ability to design learning environments in which technology supports, rather than substitutes, meaningful scientific inquiry in ways that promote understanding, curiosity, scientific literacy, and lifelong learning. From this perspective, the role of teachers becomes even more important rather than less significant. AI cannot replace the pedagogical expertise, ethical judgment, and professional experience required to support meaningful learning. Instead, it should be viewed as a complementary tool that enhances educational practice while leaving essential educational decisions in human hands. Teachers remain responsible for ensuring scientific accuracy, promoting critical thinking, fostering student motivation, and creating safe learning environments.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">378-381</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Saša A. Horvat</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF COMPLEXITY IN TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemical education</style></keyword><keyword><style  face="normal" font="default" size="100%">complex relationship</style></keyword><keyword><style  face="normal" font="default" size="100%">modern teaching process</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative problems</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1607329369.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Why complex problems are important in the modern teaching process? How to determine how complex a task or content is? The key to complexity lies in the origin of life. With the increase in complexity, from simple compounds, complex compounds were formed and from complex compounds life was formed. It is the same in teaching, by solving simple problems basic concepts are formed, and the growing complexity of the problem leads to the formation of knowledge. But as all started from simple and later everything got more complex in Praoceaa, can it be determined what the complex task is made of? What are the conditions that influenced the formation of life on Earth, what are the conditions that affect how the student experiences the complexity of the problem task? Does the assessment of a task have to take into account the subjective component or characteristics of the problem solver? Is there a difference between the complexity and difficulty of the problem? </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">881-883</style></section></record></records></xml>