Chemistry teacher's view on the changes in the university curriculum

Abstract

The perspective of practicing teachers regarding changes driven by the demands of a globalized curriculum serves as a fundamental starting point for achieving any nation's educational goals. In this context, this article presents research findings aimed at exploring, interpreting, and developing a theoretical-idiographic body of knowledge concerning how faculty members perceive the process of curricular transformation at the *Universidad Pedagógica Experimental Libertador* (Libertador Experimental Pedagogical University)—specifically at its Barquisimeto Pedagogical Institute.  This process enabled the identification of units of meaning, followed by sub-categorization and subsequent categorization. Key findings from this research include: A rigid university cannot undergo transformation; there is an urgent need to train educators for both local and global contexts; we are training 21st-century teachers using 20th-century tools; chemistry educators as global citizens; the dismantling of the traditional laboratory stereotype; and, finally, the role of love as a "secret ingredient."