THE INTRODUCTION OF ARTIFICIAL INTELLIGENCE IN THE EDUCATIONAL PROCESS: THE DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE CHEMISTRY TEACHERS

Abstract

This article examines the pedagogical and methodological effectiveness of integrating artificial intelligence (AI) technologies into chemistry education to develop students’ analytical and research skills. An empirical study was conducted among third-year chemistry students at the O. Zhanibekov South Kazakhstan Pedagogical University (n = 54). The survey results revealed that 90.3% of respondents are familiar with AI technologies and ready to apply them in their learning; 76% have used tools such as ChatGPT, ChemAI, and Wolfram Alpha for research purposes; 58% emphasized the need for practical courses to master AI skills; 45.2% identified limited technical resources as a key barrier; and 71% believe AI accelerates research in chemistry. The findings show strong interest in AI integration and a need for methodological support.Effective use of AI develops future chemistry teachers’ skills in data analysis, modeling, and virtual experimentation, while systematic implementation promotes research culture and advances digital teacher education.