Abstract: Curriculum articulation refers to an educational mechanism that ensures continuity by establishing interconnectedness and mutual reinforcement in curriculum design, teaching methodologies, and assessment approaches, while maintaining the independence of subject curricula across different educational stages and academic years. This review examines recent research progress regarding the articulation between high school chemistry and university-level chemistry curricula, including theoretical and experimental courses in inorganic chemistry, organic chemistry, and related disciplines. The paper analyzes current challenges and misconceptions in curriculum articulation and proposes recommendations concerning curriculum content, implementation strategies, and evaluation methods. These suggestions aim to provide valuable references for educators to improve the transition between secondary and tertiary chemistry education, ultimately fostering the development of highly competent professionals with solid chemical foundations and innovative capabilities.

Key words: Curriculum articulation, High school chemistry, University chemistry, Literature review, Recommendations