Digital technologies have grown quickly, and e-learning environments have grown too. This has changed higher chemical education a lot, especially in fields like analytical chemistry that require a lot of lab work. This article examines the educational potential of digital technologies in teaching analytical chemistry and suggests a framework for their systematic incorporation into the curriculum. The study is predicated on a narrative review of contemporary research in digital chemistry education, emphasizing virtual laboratories, blended learning formats, and learning management systems, alongside a reflective analysis of university teaching practices. Reviews of the literature on chemistry education show that research on simulations, virtual labs, and blended learning is growing steadily. They also show that when these methods are used together based on sound pedagogical principles, they have a positive effect on students' understanding of concepts and their interest in the subject. Empirical studies focused on analytical chemistry indicate that online courses, virtual analytical experiments, and technology-enhanced assessments can facilitate the development of professional competencies, as long as they complement, rather than substitute, actual laboratory experience. The article delineates four principal dimensions of digital integration in analytical chemistry education: facilitation of conceptual learning, preparation and simulation of laboratory activities, digital assessment and feedback, and enhancement of communication and collaboration. It ends with suggestions for creating blended analytical chemistry courses that use a single digital learning environment to combine classroom and lab work with virtual experiments, problem-based tasks, and ongoing formative assessment.  

Analytical chemistry, digital pedagogical technologies, virtual laboratory, e-learning

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