Integrating FTIR Spectroscopy into Chemistry Education: A Narrative Review of Learning Approaches, Student Competencies and Educational Innovation
Abstract
Fourier transform infrared spectroscopy (FTIR) bridges concepts of molecules and experimental spectral evidence. Generally, students can identify characteristics of adsorption bands. However, students still struggle to integrate evidence-based spectral interpretation. This narrative review synthesizes the integration of FTIR/infrared spectroscopy in chemistry education. This review focuses on learning approaches, spectroscopic competency, educational innovation, assessment, and learning transfer. A structured search of Scopus and Web of Science was carried out. A supplementary backward and forward citation tracking was also conducted. 595 records were found. 43 studies were retained for narrative and thematic synthesis after removal of duplicates, screening, and eligibility assessment. 5 interrelated themes have been discovered. 1) Bridging chemical theory and experimental evidence. 2) Approaches to teaching spectral interpretation. 3) Developing spectroscopic competencies. 4) Educational innovation and digital transformation. 5) Challenges, assessment, and future directions. The synthesis suggests that the learning approach has shifted from being teacher-centered on the recognition of peaks to more scaffolding, inquiry, collaborative sense-making, and authentic problem-solving, which enhances independent reasoning in spectroscopy. Therefore, assisted by digital and computational approaches, including virtual environments and machine-learning applications, opportunities for learning from data analysis are further expanded. However, the innovation of technology itself cannot demonstrate the effectiveness of teaching and learning. Overall, effective FTIR education should be constructed aligning with conceptual understanding, active pedagogy, authentic spectral data, digital support, and competency-based assessment. Future research should focus on directly evaluating students’ reasoning. It also needs to be further investigated whether the spectroscopic competencies acquired by students transfer to unfamiliar analytical contexts.
Downloads
References
Accettone, S. L. W., DeFrancesco, C., Van Belle, L., Smith, J., & Giroux, E. (2022). A problem-based approach to teaching the internal standard method by ATR-FTIR spectroscopy. Journal of Chemical Education, 99(11), 3735–3746. https://doi.org/10.1021/acs.jchemed.2c00548
Agnello, A. (2025). Enhancing student engagement in argumentation based on spectroscopic evidence: A focus on ¹H–¹³C HSQC NMR. Journal of Chemical Education, 102(4), 1555–1562. https://doi.org/10.1021/acs.jchemed.4c01468
Agnello, A., Vanberg, S., Tonus, C., Boigelot, B., Leduc, L., Damblon, C., & Focant, J.-F. (2020). Introducing molecular structural analysis using a guided systematic approach combined with an interactive multiplatform web application. Journal of Chemical Education, 97(12), 4330–4338. https://doi.org/10.1021/acs.jchemed.0c00329
Al Fulaiti, H., Cole, A., Balabanoff, M., & Moon, A. (2024). Toward a model of cognition for UV/Vis spectroscopy. Journal of Chemical Education, 101(8), 3062–3071. https://doi.org/10.1021/acs.jchemed.4c0012
Alavi, Z. (2020). Multi-disciplinary research and teaching by means of employing FTIR spectroscopic imaging system and characterization techniques. ASEE Annual Conference and Exposition, Conference Proceedings, 2020-June, Article 1032. American Society for Engineering Education.
Alexander, C. W., Asleson, G. L., Doig, M. T., & Heldrich, F. J. (1999). Spectroscopic instruction in introductory organic chemistry: Results of a national survey. Journal of Chemical Education, 76(9), 1294–1296. https://doi.org/10.1021/ed076p1294
Ayeni, O. M., Migliaro, I., & Omary, M. A. (2025). SymmSpec: An interactive Python tool for predicting IR and Raman activity for undergraduate inorganic chemistry. Journal of Chemical Education, 102(2), 644–653. https://doi.org/10.1021/acs.jchemed.4c01137
Balija, A. M., & Morsch, L. A. (2019). Inquiry-based IR-spectroscopy activity using iSpartan or Spartan for introductory-organic-chemistry students. Journal of Chemical Education, 96(5), 970–973. https://doi.org/10.1021/acs.jchemed.8b00456
Baxter, A., Peifer, S., Robin, A., Bunnell, S. L., & Stencel Reutenauer, L. M. (2025). Examining student learning of infrared spectroscopy in organic chemistry. Journal of Chemical Education, 102(6), 2454–2459. https://doi.org/10.1021/acs.jchemed.5c00031
Beck, J. P., & Miller, D. M. (2022). Encouraging student engagement by using a POGIL framework for a gas-phase IR physical chemistry laboratory experiment. Journal of Chemical Education, 99(12), 4079–4084. https://doi.org/10.1021/acs.jchemed.2c00314
Bennett, J. (2010). IR cards: Inquiry-based introduction to infrared spectroscopy. Journal of Chemical Education, 87(1), 73–77. https://doi.org/10.1021/ed800009k
Cahill, S. T., Young, J. E. B., Howe, M., Clark, R., Worrall, A. F., & Stewart, M. I. (2024). Assignment of regioisomers using infrared spectroscopy: A Python coding exercise in data processing and machine learning. Journal of Chemical Education, 101(7), 2925–2932. https://doi.org/10.1021/acs.jchemed.4c00295
Connor, M. C., Finkenstaedt-Quinn, S. A., & Shultz, G. V. (2019). Constraints on organic chemistry students’ reasoning during IR and ¹H NMR spectral interpretation. Chemistry Education Research and Practice, 20(3), 522–541. https://doi.org/10.1039/C9RP00033J
Dunnagan, C. L., Dannenberg, D. A., Cuales, M. P., Earnest, A. D., Gurnsey, R. M., & Gallardo-Williams, M. T. (2020). Production and evaluation of a realistic immersive virtual reality organic chemistry laboratory experience: Infrared spectroscopy. Journal of Chemical Education, 97(1), 258–262. https://doi.org/10.1021/acs.jchemed.9b00705
Esselman, B. J., DeGlopper, K. S., Gavin, S. J., Stowe, R. L., Anzovino, M. E., & Hill, N. J. (2025). Spectroscopic unknown puzzles from real data—A more authentic pedagogical approach with epistemological implications. Journal of Chemical Education, 102(9), 3901–3909. https://doi.org/10.1021/acs.jchemed.5c00365
Hamilton, D. T., Hollingshead, K., & Atkinson, M. B. (2025). Examining undergraduate and graduate student reasoning when interpreting infrared spectra. Chemistry Education Research and Practice, 26, 544–555. https://doi.org/10.1039/D4RP00278D
Hapiot, F., Danjou, P.-E., Delattre, F., Josse, S., & Bonnet, V. (2025). Engaging students in spectroscopic analysis of organic compounds: A collaborative tournament approach for third-year chemistry students in Northern France. Journal of Chemical Education, 102(2), 722–728. https://doi.org/10.1021/acs.jchemed.4c01440
Huffman, S. W., Salido, A. L., & Evanoff, D. D., Jr. (2010). Quantitative infrared spectroscopy in the undergraduate laboratory via multivariate mixture analysis of a simulated analgesic. Spectroscopy Letters, 43(7–8), 539–544. https://doi.org/10.1080/00387010.2010.510702
Iler, H. D., Justice, D., Brauer, S., & Landis, A. (2012). Discovering 13C NMR, 1H NMR, and IR spectroscopy in the general chemistry laboratory through a sequence of guided-inquiry exercises. Journal of Chemical Education, 89(9), 1178–1182. https://doi.org/10.1021/ed2005664
Jablonka, K. M., Patiny, L., & Smit, B. (2022). Making molecules vibrate: Interactive web environment for the teaching of infrared spectroscopy. Journal of Chemical Education, 99(2), 561–569. https://doi.org/10.1021/acs.jchemed.1c01101
Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75–83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x
Kumar, A., Khandelwal, M., Gupta, S. K., Kumar, V., & Rani, R. (2019). Fourier transform infrared spectroscopy: Data interpretation and applications in structure elucidation and analysis of small molecules and nanostructures. In Data processing handbook for complex biological data sources (pp. 77–96). Elsevier. https://doi.org/10.1016/B978-0-12-816548-5.00006-X
Kurth, L. L., & Kurth, M. J. (2014). Synthesis–spectroscopy roadmap problems: Discovering organic chemistry. Journal of Chemical Education, 91(12), 2137–2141. https://doi.org/10.1021/ed500109a
Leri, A. C., & Pavia, A. P. (2022). Analysis of plastic waste for sorting in recycling plants: An inquiry-based FTIR spectroscopy experiment for the organic chemistry laboratory. Journal of Chemical Education, 99(2), 1008–1013. https://doi.org/10.1021/acs.jchemed.1c00852
Livengood, K., Lewallen, D. W., Leatherman, J., & Maxwell, J. L. (2012). The use and evaluation of scaffolding, student centered-learning, behaviorism, and constructivism to teach nuclear magnetic resonance and IR spectroscopy in a two-semester organic chemistry course. Journal of Chemical Education, 89(8), 1001–1006. https://doi.org/10.1021/ed200638g
Lucas, T., & Rowley, N. M. (2011). Enquiry-based learning: Experiences of first year chemistry students learning spectroscopy. Chemistry Education Research and Practice, 12(4), 478–486. https://doi.org/10.1039/C0RP90016H
Palezvan, A., Ghaderi, A., Biglari, M., Askari, N., Taheri, K., & Jam, M. (2025). A hands-on approach for identification of hydrocarbon fractions and their measurement in different fuel blends using FTIR spectroscopy. Journal of Chemical Education, 102(8), 3513–3519. https://doi.org/10.1021/acs.jchemed.5c00059
Pavel, J. T., Hyde, E. C., & Bruch, M. D. (2012). Structure determination of unknown organic liquids using NMR and IR spectroscopy: A general chemistry laboratory. Journal of Chemical Education, 89(11), 1450–1453. https://doi.org/10.1021/ed2005938
Persky, A. M., Lee, E., & Schlesselman, L. S. (2020). Perception of learning versus performance as outcome measures of educational research. American Journal of Pharmaceutical Education, 84(7), ajpe7782. https://doi.org/10.5688/ajpe7782
Rodríguez Ortega, P. G., Casas Jaraíces, R., Romero-Ariza, M., & Montejo, M. (2019). Developing students’ scientific reasoning abilities with an inquiry-based learning methodology: Applying FTIR spectroscopy to the study of thermodynamic equilibria in hydrogen-bonded species. Journal of Chemical Education, 96(5), 1022–1028. https://doi.org/10.1021/acs.jchemed.8b00875
Sánchez-López, A. L., Jáuregui-Jáuregui, J. A., García-Carrera, N. A., & Perfecto-Avalos, Y. (2024). Evaluating effectiveness of immersive virtual reality in promoting students’ learning and engagement: A case study of analytical biotechnology engineering course. Frontiers in Education, 9, Article 1287615. https://doi.org/10.3389/feduc.2024.1287615
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Stambouli, O. A., Pegka, S. S., Gerothanassis, I. P., & Tsaparlis, G. (2023). Undergraduate chemistry students’ perceived abilities and declarative knowledge on some basic aspects and concepts of spectroscopy. Journal of Chemical Education, 100(11), 4181–4189. https://doi.org/10.1021/acs.jchemed.2c00720
Stowe, R. L., & Cooper, M. M. (2019). Arguing from spectroscopic evidence. Journal of Chemical Education, 96(10), 2072–2085. https://doi.org/10.1021/acs.jchemed.9b00550
Schwarz, G., Benzenberg, L. R., & Ebert, M.-O. (2025). Assessing spectral puzzle solving: Developing exams for an undergraduate course in structural analysis. Journal of Chemical Education, 102(3), 1038–1050. https://doi.org/10.1021/acs.jchemed.4c00645
Taber, K. S. (2013). Revisiting the chemistry triplet: Drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14(2), 156–168. https://doi.org/10.1039/C3RP00012E
Thrall, E. S., Lee, S. E., Schrier, J., & Zhao, Y. (2021). Machine learning for functional group identification in vibrational spectroscopy: A pedagogical lab for undergraduate chemistry students. Journal of Chemical Education, 98(10), 3269–3276. https://doi.org/10.1021/acs.jchemed.1c00693
Vosegaard, T. (2018). iSpec: A web-based activity for spectroscopy teaching. Journal of Chemical Education, 95(1), 97–103. https://doi.org/10.1021/acs.jchemed.7b00482
Winschel, G. A., Everett, R. K., Coppola, B. P., Shultz, G. V., & Lonn, S. (2015). Using jigsaw-style spectroscopy problem-solving to elucidate molecular structure through online cooperative learning. Journal of Chemical Education, 92(7), 1188–1193. https://doi.org/10.1021/acs.jchemed.5b00114
Wright, L. C., & Oliver-Hoyo, M. T. (2019). Supporting the teaching of infrared spectroscopy concepts using a physical model. Journal of Chemical Education, 96(5), 1015–1021. https://doi.org/10.1021/acs.jchemed.8b00805
Wright, L. C., & Oliver-Hoyo, M. T. (2020). Student assumptions and mental models encountered in IR spectroscopy instruction. Chemistry Education Research and Practice, 21(1), 426–437. https://doi.org/10.1039/C9RP00113A
Zapata, F., López-Fernández, A., Ortega-Ojeda, F., Quintanilla, G., García-Ruiz, C., & Montalvo, G. (2021). Introducing ATR-FTIR spectroscopy through analysis of acetaminophen drugs: Practical lessons for interdisciplinary and progressive learning for undergraduate students. Journal of Chemical Education, 98(8), 2675–2686. https://doi.org/10.1021/acs.jchemed.0c01231
Zhang, Z., Cao, T., Liu, H., Shu, J., & Li, Z. (2016). A computer-assisted learning system in the teaching of infrared spectroscopy course. In 2016 International Conference on Educational Innovation Through Technology (EITT) (pp. 91–95). IEEE. https://doi.org/10.1109/EITT.2016.25
Zhang, M., & Morrison, R. W. (2021). Application of benchtop nuclear magnetic resonance for structure elucidation in a multi-outcome experiment: Microwave-promoted reduction of unknown aldehydes and ketones. In NMR spectroscopy in the undergraduate curriculum, volume 4: In-person and distance learning approaches (ACS Symposium Series, Vol. 1376, pp. 3–12). American Chemical Society. https://doi.org/10.1021/bk-2021-1376.ch001
Zhou, Q., Dong, Y., Xia, M., Wu, W., Zhang, M., Niu, W., Wang, Z., Hu, W., & Zhu, P. (2026). Machine learning-enabled quantification of characteristic carbonyl peak shifts in infrared spectra: An instrumental analysis laboratory experiment for upper-division undergraduates. Journal of Chemical Education, 103(4), 2158–2168. https://doi.org/10.1021/acs.jchemed.5c01216
