A reinvigoration of electrochemical education among talented students is important for the support of decarbonised economies and net zero climate change targets . However, the disconnection between pedagogy and cognitive science emphasises the importance of learning strategies in the classroom teaching of electrochemical technology. The lack of knowledge, insufficient support and resistance to change within a learning institution can highlight the significant challenge of implementing pedagogies from basic cognitive science research to classroom teaching . The rehearsal aspect of the learning process supports the idea that learning autonomy can lower cognitive load since overlearning basic facts and algorithms is the key to building efficient learning . Despite this endorsement of active learning, the traditional lecture-based model exacerbates negative educational experiences instead of striving to integrate cognitive science and education research into modern learning and instruction. Furthermore, the absence of electrochemistry education in chemistry education literature means that the effectiveness of the taught curriculum is undermined by low educator confidence in teaching electrochemistry, especially towards more advanced concepts . Thus, the possibility of teaching science curricula in electrochemistry in virtual classrooms warrants investigation (Supplementary Note 1).