Some gaps in science are obvious. They are typically missing data, untested hypotheses, or outdated models. But others are more subtle and systemic, embedded in how we educate and train future scientists.

As a materials science student from Ghana now conducting graduate research at the University of California, Davis, I have walked both ends of the educational spectrum: one grounded in theory and traditional practices and the other immersed in cutting-edge technologies and applications. This journey highlights a crucial disparity: While ceramic education holds global relevance, accessibility is uneven, especially in developing countries.