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The last century had seen tremendous development in science and technology. There are no doubts that, in the new millennium, science and technology will continue to advance at such a rapid phase, particularly in the area of chemistry, where it has become an integral part of scientific advancement and innovations.
It is therefore obvious that we should place strong emphasis on chemistry education and research, both at the school and undergraduate levels, and at graduate study. Chemistry is central to provide solutions to many of our future needs for food, materials, medicine and energy, and also for safeguarding the environment and giving us a better quality of life.
The recent development in Information and Communication Technology, or ICT, has provided us with such a powerful tool in chemistry education and research. ICT not only allows us to store and manipulate enormous amount of data and graphics, it also provides us with a means of communicating such data, pictures and sound to any person in any part of the world. Of course, it is also extensively used in chemical research and development, in the areas of computational chemistry, simulations and many others.
ICT is of particular importance in chemistry education. Besides its functions to store and manipulate data and graphics, ICT is also a powerful tool in the teaching and learning of chemistry, distant and virtual chemical education, computational chemistry, chemical information systems and databases, and in instrumentation and analytical techniques. In this Issue of the Chemical Education Journal (CEJ), we published three papers on the uses of ICT in chemistry education. We also highlighted two international conferences on Chemistry Education held in Asia recently.
I hope that you find this issue of the CEJ informative and relevant to your work and research, and that you will continue to support the Journal. We invite to submit your article electronically to the Editor, Professor Masato M Ito, and give us your comments and feedbacks on the Journal.

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