In university teaching, practical sessions are often a subject of controversy regarding their effectiveness as a pedagogical resource, with some considering them as a simple process of repeating protocols. The learning process involves student-dependent factors like intelligence and motivation, but teaching strategies are determined by teachers. They play a critical role in designing meaningful lab sessions, offering support without over-guiding students. Properly designed laboratory work fosters collaboration, critical thinking, and curiosity, preparing students for professional applications. This study highlights the importance of aligning laboratory courses along with theoretical, using structured protocols. A combination of group activities, autonomous learning, and teacher guidance creates a more effective learning environment. We have verified that the continuity of practical sessions favours an efficient autonomous learning, possibly due to students overcoming their insecurities when working in the laboratory. Effective labs class should develop skills in instrumentation, problem-solving, and applying the scientific method. To maximize lab effectiveness, continuous assessment and adaptation of materials are necessary. Long-term experiments, improve students’ conceptual understanding and lab confidence. Overall, practical work is a great educational tool when designed thoughtfully to promote active, inquiry-based learning.

Keywords: Laboratory, teaching, learning, practices.