GAMIFICATION OF THE CHEMISTRY EDUCATIONAL PROCESS IN HIGHER EDUCATION INSTITUTIONS: PEDAGOGICAL POTENTIAL AND IMPLEMENTATION PRACTICES

Abstract

The article highlights the theoretical foundations and practical aspects of implementing gamification in the chemistry educational process in higher education institutions. Special attention is paid to the didactic potential of game-based methods as a means of enhancing students’ cognitive activity, increasing motivation, and developing key competencies. The concept of gamification is examined within the context of modern didactics, and its main functions, principles of application, educational potential, and psychological and pedagogical conditions for effective use are analyzed. The study considers the main types, models, methods, and techniques of gamification in chemistry courses, particularly through the integration of digital platforms, points and ranking systems, storyline-based tasks, quests, and case studies. The pedagogical relevance of a differentiated approach to selecting gamification tools is substantiated, taking into account the content of the learning module, students’ level of preparation, and the technical capabilities of higher education institutions. The article provides a description of the methodology for integrating gamification elements into the traditional model of chemistry teaching. The results of a pedagogical experiment are presented, demonstrating improved academic performance, an increased proportion of students with a high level of knowledge, and the development of teamwork skills, autonomy, critical thinking, and reflection. It is emphasized that gamification contributes to creating a positive learning environment in which students become more engaged, responsible, and open to acquiring knowledge. Directions for further research are identified, particularly those related to improving methodological approaches to the use of gamification in the professional training of future specialists. The effectiveness of gamification as a means of intensifying the educational process is underlined, and перспективи for дальнейших scientific investigations are outlined in the context of adapting game technologies to the conditions of digital transformation in higher education