THE THEORETICAL BASIS OF TEACHING CHEMISTRY TO STUDENTS BASED ON DIGITAL EDUCATIONAL PLATFORMS
Keywords:
digital educational platforms, chemistry education, theoretical frameworks, e-learning in science, online learning environments, educational technology, virtual laboratories, student engagement, interactive learning toolsAbstract
The rapid development of digital technologies has significantly influenced the methodology and practice of teaching chemistry in higher educational institutions. This article examines the theoretical foundations of integrating digital educational
platforms into the chemistry curriculum. It explores how digital platforms such as Moodle, Google Classroom, and virtual laboratories provide an innovative environment for active learning, promoting student engagement, independent
research, and collaborative problem-solving. By applying modern pedagogical theories such as constructivism, cognitive load theory, and differentiated instruction, this study highlights the pedagogical advantages of digital platforms in fostering a
deeper conceptual understanding of complex chemical processes. Furthermore, the article addresses the role of digital tools in the continuous assessment and feedback
process, contributing to students' autonomous learning capabilities. It also discusses the challenges associated with implementing digital educational platforms, such as
access to technology and the development of appropriate digital content, as well as potential solutions. The findings underscore the necessity of teacher professional
development and the alignment of digital tools with curriculum objectives to enhancenthe overall effectiveness of chemistry education.
