According to Stuckey, Hofstein, Mamlok-Naaman, and Eilks (2013) relevance can be considered to consist of three different dimensions: individual, societal, and vocational relevance (see prologue in this book). For chemistry teaching this means that relevant education must contribute to students’ intellectual skill development, promote learners’ competency for current and future societal participation, and address learners’ vocational awareness and understanding of career chances.