This study presents the improved methodological foundations for the development of the competence of future chemistry teachers in the effective use of mobile applications in professional education. The study examined the pedagogical foundations of mobile learning, the educational possibilities of mobile applications in teaching chemistry. Special attention is paid to the introduction of mobile technologies into higher education curricula for the development of digital literacy, methodological training, and subject-specific skills.

A structured, stage-based methodological model is proposed, encompassing motivational, conceptual, practical, and evaluative components. Each stage contributes to the systematic formation of professional competencies required for the modern chemistry teacher. The effectiveness of the proposed methodology was evaluated through an experimental study involving undergraduate chemistry students. The results indicate that the intentional and pedagogically grounded use of mobile applications enhances students’ academic achievement, practical laboratory performance, and engagement in learning activities.

The findings confirm that mobile applications are a valuable instructional resource for modernizing chemistry teacher education and aligning it with contemporary digital transformation processes. The proposed methodology may be adapted for implementation in higher education institutions seeking to improve the quality of teacher preparation in science disciplines.

Mobile learning, mobile applications, chemistry teacher education

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