CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
26
VOLUME:
Vol.06 Issue05 2025
10.37547/pedagogics-crjp-06-05-06
Page: - 26-29
RESEARCH ARTICLE
Opportunities for The Development of Professional
Competence of Future Chemistry Teachers in A Digital
Educational Environment
Yakubova Madina
Belarusian-Uzbek Institute of joint inter-sectoral practical technical qualifications base doctarant, Uzbekistan
Received:
24 March 2025
Accepted:
20 April 2025
Published:
22 May 2025
INTRODUCTION
The rapid development of Information Technology has a
significant impact on all spheres of society, including the
educational system. Traditional teaching methods are
gradually paving the way for innovative approaches based
on the use of Computer Technology, multimedia Tools,
Internet resources [7]. Of particular importance in teaching
subjects such as chemistry is the introduction in the digital
educational environment. One of the most difficult topics
for student perception, chemistry requires the use of visual
and interactive learning tools that can be implemented
using modern digital technologies [3].
One of the main problems in the study of chemistry is the
high level of abstraction of educational material. It can be
difficult for schoolchildren and students to imagine the
mechanisms of chemical reactions, the spatial structure of
molecules,
the
nature
of
chemical
bonds
and
intermolecular interactions. The application of specialized
software allows you to solve this problem by viewing
chemical processes and objects at the micro level [2].
Programs such as ChemDraw, ChemSketch, Jmol,
Avogadro allow you to create detailed 2D and 3D models
of molecules, accurately demonstrate the formation of
chemical bonds, conformational changes, reaction
mechanisms. Students will have the opportunity to
consider the structure of substances at the atomic-
molecular level, to study the spatial configuration of
complex organic compounds, which will contribute to a
deeper understanding of fundamental chemical concepts.
The interactivity of these models (the ability to rotate,
scale, modify display modes) makes the process of
studying chemistry interesting and memorable [1].
In addition, modern technologies make it possible to
visualize not only static structures, but also the dynamics
of chemical processes. Special applications of molecular
dynamics
(Gromacs,
AMBER,
CHARMM)
allow
modeling the movement of atoms and molecules,
conformational transitions of proteins, folding processes of
polymer chains, phase changes of substances [4].
Animated models clearly demonstrate kinetic and
thermodynamic laws, mechanisms of catalysis, principles
of self-organization of chemical systems. Students not only
memorize abstract formulas and equations, but also see
ABSTRAC
This scientific article is devoted to the study of the application of digital technologies in the teaching of chemistry in th e modern
educational process, their effectiveness and their impact on the level of knowledge of students. The article presents the results of
the pedagogical study of innovative methods such as ChemDraw, ChemSketch, Jmol, Avogadro .
Keywords:
ChemDraw, ChemSketch, Jmol, Avogadro, Gromacs, AMBER, CHARMM, ChemCaper, ChemBlaster, Bond Breaker,
Molleculebuilder, MetaboLAB, Knewton, Alex, Seterra, immersive.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
27
“live” chemistry in practice.
Educational computer games, mobile applications, online
platforms allow you to study chemistry in an interesting,
interactive way. Examples of successful game resources
are
ChemCaper,
ChemBlaster,
Bond
Breaker,
Molleculebuilder VR. By completing tasks on building
formulas and equations, designing molecules, performing
virtual experiments, students receive points, badges,
bonuses, and advance through game levels. The award
system encourages schoolchildren to achieve educational
goals, creating a state of success [5].
Adaptive learning platforms such as Knewton, Alex,
Seterra implement a personalized learning concept based
on large data analysis. Program algorithms track the
individual trajectory of the student, his achievements and
difficulties in mastering each topic of the chemistry course.
Based on prognostic models, the system selects the
sequence and level of complexity of training tasks, the
speed of presentation of new material, the mode of training
exercises [8].
Immersive virtual and augmented reality technologies:
Examples of successful VR applications in Chemical
Education include MEL Chemistry VR, HoloLAB
Champions, Nanome. MEL Chemistry VR allows you to
visualize the structure of atoms in immersive 3D space, the
types of chemical bonds, the structural formulas of organic
molecules. Users can take, rotate, zoom in and remove
virtual models for a detailed review of spatial
configuration,
electronic
structure,
molecular
conformation [14].
VR
technologies
allow
modeling
processes
and
phenomena that are not available to school experience due
to their scope, risk, or high cost. For example, a VR
simulation of chemical productions that introduces
students to the device of reactors, the principles of process
control. Virtual trips to enterprises in the chemical industry
provide an opportunity to communicate with the real world
of professions related to chemistry [11].
Unlike VR, augmented reality (AR) technologies do not
replace the physical environment with a virtual
environment, but complement it with digital objects. With
smartphones and tablets, students can see animated 3D
models embedded in a real-world image. AR apps
recognize textbook pages, lab equipment, custom markers
on the periodic table, and “animate” them by filling them
with interactive digital content [12].
An example of a chemistry education (AR) resource is the
Elements 4D application. each chemical element
corresponds to a physical wooden cube with a marker.
When you take the camera of the mobile device over the
cube, the augmented reality shows a 3D model of the atom
with animation of electronic shells. By tying the cubes
together, students can observe the chemical reactions
between the ARda elements and the properties of the
resulting substances.
Finally, the success of innovations is determined by the
development of the material and technical base and
information infrastructure of educational institutions. It is
necessary to invest in the purchase of computer and
multimedia equipment, the provision of schools with high-
speed Internet, the creation of a single safe digital
environment. The network connections of educational
organizations, science and business contribute to the
transfer of advanced educational technologies and the
improvement of the quality of chemistry education at the
national level.
Systematic work in all these areas is a prerequisite for the
realization of the potential of modern information
technologies as a catalyst for the modernization of
Chemical Education. The synergy of pedagogical and
technological innovations makes it possible to prepare
students for life in a high-tech society, to increase the
prestige of professions related to chemistry, to form the
human resources potential for the development of high-
tech sectors of the economy.
A significant place in the development of professional
competence of future chemistry teachers is occupied by the
digital educational environment. Digital technologies
provide a wide range of opportunities to make the
educational process interactive, interesting and effective,
update teachers ' knowledge, form practical skills and
improve their professional skills. Below is a review of the
main opportunities for the development of professional
competence of future chemistry teachers in the digital
education environment:
I. Strengthening and expanding theoretical knowledge:
Online courses and webinars: prospective teachers can take
online courses in chemistry recent achievements, teaching
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
28
methodology, pedagogy and psychology, and follow
webinars. This will help update and expand their
theoretical knowledge.
Electronic textbooks and teaching aids: electronic
textbooks and teaching aids help students to conveniently
Master
educational
materials,
receive
additional
information and develop independent learning skills.
Scientific electronic libraries: scientific electronic libraries
provide future teachers with access to scientific articles,
research and other scientific materials. This will help
expand their scientific worldview and develop their ability
to think critically.
II. Formation of practical skills:
Virtual
laboratories:
virtual
laboratories
provide
prospective teachers with the opportunity to conduct
chemical experiments in a safe and interactive way. It helps
to form their practical skills, learn the methodology of
conducting experiments and develop the ability to analyze
results.
Simulations: computer simulations of chemical processes
help prospective teachers to visually study complex
processes, change their parameters, and monitor their
effects on results.
Interactive
assignments
and
exercises:
interactive
assignments and exercises are aimed at developing
students ' knowledge application, problem-solving and
decision-making skills.
III. Improving pedagogical skills:
Teaching resources: the digital learning environment
provides future teachers with teaching resources
(presentations, lesson developments, tests, interactive
games). This will help develop their skills in lesson
planning, selection of teaching methods and creation of
educational materials.
Online communities and forums: online communities and
forums give prospective teachers the opportunity to share
experiences, seek advice, communicate with colleagues,
and build professional contacts.
Videoconferences: videoconferences help prospective
teachers track the lessons of experienced teachers, get
advice from them, and discuss their own lessons [13].
Portfolio: the digital portfolio provides an opportunity for
prospective teachers to concentrate and demonstrate their
achievements, work patterns and reflexes. This will help
monitor their professional growth and show their abilities
to employers.
IV. Development of digital literacy:
Using digital tools: the digital learning environment helps
prospective teachers develop skills to use various digital
tools (computers, projectors, interactive whiteboards,
software).
Online resource assessment: prospective teachers must
develop skills to select, evaluate, and use online resources
effectively in the learning process.
Digital content creation: prospective teachers must develop
a skillful routine to create digital content (presentations,
video tutorials, interactive exercises) and use it in the
learning process.
V. Basic principles of organizing a digital educational
environment:
Convenience: the digital learning environment should be
comfortable and easy to use.
Interactivity: the digital learning environment should
ensure the active participation of students.
Flexibility: the digital learning environment must be able
to adapt to the individual needs of students.
Collaboration: the digital learning environment should
encourage collaboration between students.
Assessment: the digital learning environment should
provide an opportunity to assess students ' knowledge and
skills.
CONCLUSION
As a conclusion, it can be said - the digital educational
environment provides ample opportunities for the
development of professional competence of future
chemistry teachers. The active use of digital technologies
helps to update the knowledge of teachers, form practical
skills, improve pedagogical skills and develop digital
literacy. This allows them to be trained as highly qualified
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
29
professionals to meet modern educational requirements.
REFERENCES
Dobrotin D.Yu., Zhurin A.A. Integration of digital
resources into the system of methodical training of
chemistry teachers // Izvestiya RSPU named after A. I.
Herzen. – 2019. – No. 194. – pp. 168-179.
Pustovit S.O. Digitalization of chemical education:
realities and prospects // Modern natural science education:
achievements and innovations. Collection of articles.
Moscow: Publishing house "Pero", 2020. pp. 105-110.
Zagorsky V.V. Information technologies in teaching
chemistry // Chemistry at school. - 2021. – No. 4. – pp. 12-
18.
Nechitailova E.V. Digital technologies in chemical
education: opportunities and prospects // Natural science
education: a look into the future. Proceedings. 2020. pp.
450-458.
Eremin V.V. Computer modeling in chemistry teaching //
Natural science education: information technologies in
higher and secondary schools. Moscow: MSU Publishing
House, 2018. pp. 159-178.
Volkova S.A., Pustovit S.O. Augmented reality in
chemistry education//Actual problems of chemical and oral
science education. Materials of the 67th All-Russian
Scientific and Practical Conference, 2019, pp. 13-17.
Titov I.V., Evstigneev A.A. Virtual chemical laboratories
in chemistry teaching // Modern technologies in science
and education. – 2020. – Vol. 1. – pp. 149-152.
Gavronskaya Yu.Yu., Alekseev V.V. Virtual laboratory
work in chemistry education // Izvestiya RSPU named after
A. I. Herzen. 2020. No. 198. pp. 142-148.
Belyaeva E.A. Independent work of students with virtual
chemical laboratories // Problems and prospects of
chemical and environmental education. Collection of
works, 2019, pp. 110-116.
Abdukodirov A., Pardaev A. Methodology for using
modern pedagogical technologies in education and
education: Tashkent. Talent, 2014. 5-105 b.
Abdullaev
A.X.,
Sattarov
Z.M.,
Rakhmatov
B.
Methodological recommendation for professors and
teachers of engineers and educators on the rating system of
control over the level of knowledge, skills and abilities of
students in academic lyceums and professional colleges.
Tashkent. O'MCKHTRY, 2000. – 17 b. 1
Apatova N.V. The influence of information technology on
the content and methods of teaching: Dis. ... Doctor of
Pedagogical Sciences, Moscow, 1994– 354 p.
Begimqulov U.Sh.scientific-theoretical foundations of the
introduction of modern information technologies in
pedagogical education. - Tashkent. Science, 2007.-164 b.
Lutfillaev M.H. Theory and practice of integrating
information technology in improving the educational
process of Higher Education (on the example of
Informatics and Natural Sciences): Ped .fan. doct. dis. -
Samarkand, 2004. -211 b.Добротин Д.Ю., Журин А.А.
Интеграция
цифровых
ресурсов
в
систему
методической подготовки учителя химии // Известия
РГПУ им. А. И. Герцена. – 2019. – № 194. – С. 168-179.
