This report examines how laboratory teaching in chemistry can be strengthened through four parts: active learning, safety, assessment, and student feedback. Drawing from literature and interviews with five PhD-level laboratory assistants (LAs) from Lund University, the study identifies challenges and effective strategies for improving student learning in lab environments. Findings show that inquiry-based and student-centered teaching approaches, combined with explicit connections between theory and practice, significantly improve engagement and understanding. Reflecting on safety is of critical importance, and there are challenges with inconsistent prior training and time limitations. Assessment practices that integrate observation, preparation work, technical skills, and written documentation offer a holistic evaluation of student performance. Finally, while student feedback is often underutilized, adopting formative and operational evaluation methods can help LAs better adapt their teaching to student needs. Overall, the report highlights the need for deliberate, reflective, and collaborative teaching practices to improve the quality and effectiveness of laboratory education.
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