Virtual Labs Consortium Wins International Prize for Inclusive and Technology‑Enhanced Chemistry Education

The Maynooth University Virtual Labs Consortium has recently been honoured with the Royal Society of Chemistry Team Prize for Excellence in Higher Education 2025. This award recognises outstanding innovations and creative ways of teaching chemistry at the university level.

The award was based on the pioneering work by the consortium using virtual laboratories, which allowed students to learn chemistry experiments more easily. This subsequently impacted student learning, promoted inclusive teaching environments, and shaped curriculum development.

Background to the Award

The Royal Society of Chemistry Team Prize is part of the RSC’s Excellence in Education Prizes, intended to give recognition to educators throughout primary, secondary, further and higher education. The higher education prize specifically acknowledges collaborative teams who have transformed the practice of chemistry teaching through innovation and evidence‑based practice.

The Virtual Labs – Maynooth HCI Pillar 3 project was also selected because of its advancement in technologically‑enhanced science education with blended laboratory learning opportunities. It was noted that the project would showcase how virtual experimentation in chemistry teaching could supplement real laboratory work and provide students with suitable access to practical learning.

1. The Virtual Labs Consortium

2. The consortium consists of five Irish institutions that make up the digital labs of Maynooth University:

3. Maynooth University (Project Lead)

4. Technological University of the Shannon

5. University College Cork

6. Dundalk Institute of Technology

7. Dublin City University

Funded through the HCI Pillar 3 Initiative, this project represents a national collaboration in higher education virtual labs in Ireland. It has been described as a model of Irish chemistry teaching collaboration, combining expertise.

Voices from the Project

It was stated that the award was a major recognition of commitment to excellence in laboratory education. The announcement highlighted the strength of collaboration across roles, disciplines and institutions, and confirmed the importance of having a community of practice where ideas could be shared and innovation could thrive.

Professor Frances Heaney, Maynooth University Academic Lead, observed that the team was contributing to a wider movement in laboratory education. She explained that the team was proud to be part of an approach that embraced innovation, inclusivity, and evidence‑based, digitally enhanced laboratory learning.

Trends in Chemistry Education

The enthusiasm generated by the Maynooth University Virtual Labs project among five participating Irish institutions reflects a wider global focus on digital education for laboratories in higher education. Universities worldwide are turning their attention towards online chemistry labs and inclusive teaching environments to further enhance student outcomes.

The prestigious award won by Maynooth University demonstrated that its initiatives were aligned with global trends in virtual laboratory chemistry education. This recognition highlighted their success in meeting the growing demand for technology‑enhanced science education.

Looking Forward

It was confirmed that, supported by the Royal Society of Chemistry, the consortium would organise a celebratory event in Spring/Summer 2026. The event is expected to include the history of the Virtual Labs initiative at Maynooth University, its goals, and the benefits to students of chemistry in the virtual labs.

Besides boosting Ireland’s reputation for innovation in chemistry teaching, the award clearly showed the public value of collaborative education enhanced by technology. This prestigious achievement underlined the necessity for investment in initiatives through which students may apply for virtual laboratory access to Maynooth University chemistry courses, work with Maynooth Virtual Labs projects, and collaborate on virtual lab teaching with Maynooth University.

Editor’s Note:

The recognition for the Maynooth University Virtual Labs Consortium reflected a clear effort to enhance the chemistry learning experience of all students and to promote equity. The team had worked across five Irish universities to build virtual lab lessons that allowed students to safely practise, repeat experiments, and gain confidence before entering a physical lab. The approach was characterised as practical and open to students from diverse backgrounds and needs; evidence showed teachers working together, sharing methods, and developing materials to raise standards collectively. The award suggested that virtual labs had now gained legitimacy as part of higher education, not simply a stopgap measure. By interleaving online practice with real laboratory experiences, students could assimilate key concepts at their own pace, receive timely feedback, and arrive at in‑person sessions better prepared. This opened opportunities for those who may have had less access to laboratory work and catered to different modes of learning. The HCI Pillar 3 funded the project, which was focused on collaborative teaching innovation. This funding was significant: it helped the teams align course design, assessments, and staff training in a way that strengthened, rather than replaced, hands-on science with digital tools. Project leads mentioned a community of practice where ideas had been shared and refined; such a culture was often what propelled good‑sized pilots into sustainable change.

Skoobuzz underlined that the consortium had made a real impact by enabling chemistry to be clearer, safer, and more engaging. The work facilitated more effective learning, fostered inclusivity in the classroom, and influenced curriculum development.

FAQs

1. Why did the Maynooth University Virtual Labs Consortium receive the Royal Society of Chemistry Team Prize?

The consortium was honoured with the Royal Society of Chemistry Team Prize for Excellence in Higher Education 2025 for its pioneering use of virtual laboratories in chemistry education. The project demonstrated innovation, improved student safety in laboratory learning, and created inclusive teaching environments that shaped curriculum development.

2. What response did the Royal Society of Chemistry give to this achievement?

The Royal Society of Chemistry (RSC) recognised the consortium’s work as a model of evidence‑based practice in higher education. The RSC highlighted that the project aligned with its procedures for awarding the Excellence in Education Prizes, which celebrate collaborative teaching teams that advance public interest through innovation and inclusivity.

3. How does this award impact students and their rights to accessible education?

Students benefit from safe, flexible access to chemistry experiments through virtual labs. This supports their right to equal learning opportunities, regardless of prior laboratory experience or physical access to facilities. The project ensures that procedures for blended laboratory learning are fair, inclusive, and designed to enhance student outcomes.

4. What are the wider implications for higher education and public interest?

The award signals a broader shift in technology‑enhanced science education. It shows that Irish universities are leading in digital lab education, contributing to global trends in online chemistry labs and inclusive teaching environments. For the public, this strengthens confidence in higher education institutions to innovate responsibly while safeguarding student safety and academic quality.

5. What future steps will the consortium take following this recognition?

The consortium will host a celebratory event in Spring/Summer 2026, supported by the RSC. This event will showcase the history of the Virtual Labs initiative at Maynooth University, its goals, and the benefits of virtual labs for chemistry students. Future steps include expanding collaboration, refining procedures for digital lab teaching, and encouraging other institutions to partner with the project in the public interest.