Abstract
This research paper examines the implementation and perceived outcomes of a practice-oriented course focusing on the application of artificial intelligence in the professional training of prospective chemistry teachers. The study, which took place during the 2025-26 academic year, involved 48 third-year undergraduate chemistry education students (n = 48) at a pedagogical university. The experimental work was carried out as part of the course «Using Artificial Intelligence in Chemistry Teaching» and was delivered exclusively through practical classes.
The research employed an exploratory one-group study, a questionnaire survey, an analysis of students’ learning products, and qualitative methods. The findings indicated predominantly positive self-reported levels of students’ digital, methodological, and professional skills. Quantitative results revealed a predominance of good and very good levels across most indicators, while qualitative analysis indicated of a reflective, pedagogically grounded approach to using artificial intelligence in chemistry teaching.
These results suggest the potential educational value and feasibility of integrating AI-oriented courses into the professional training of future chemistry teachers in the context of digital transformation in education