Educational Alternatives, Volume 23, 2025

Abstract: This study evaluates the development, delivery, and reception of a collaboratively designed, historyfocused chemistry course for first-year undergraduates at Durham University. Co-created by student interns and academic staff, the course aimed to broaden students’ understanding of chemistry’s global and historical development and to promote diversity and inclusivity through case studies and narratives often absent from traditional curricula that feature a Eurocentric perspective. A post-course survey conducted at the end of the module found the course particularly effective in enhancing students’ understanding of the historical evolution of chemistry and the contributions of diverse chemists. Thematic analysis of qualitative feedback highlighted appreciation for the global scope and interdisciplinary perspective of the course, alongside suggestions for more applied chemistry content, a clearer chronological structure, and greater scientific depth. Challenges included condensing wideranging material into limited lecture time and balancing historical breadth with contemporary relevance. Ongoing improvements, guided by student feedback, have focused on clearer communication of course aims and supplementary resources to deepen engagement with chemical concepts. Findings highlight the educational value of integrating historical context, cultural diversity, and student–staff cocreation in science curricula. This approach not only fosters richer student engagement but also offers a transferable model for inclusive curriculum innovation across STEM (Science, Technology, Engineering, and Mathematics) disciplines.