THE PEDAGOGICAL AND METHODOLOGICAL ESSENCE AND DIDACTIC POSSIBILITIES OF DIGITAL TRANSFORMATION IN TEACHING PHYSICAL AND COLLOID CHEMISTRY
This article theoretically analyzes the pedagogical and methodological essence and didactic possibilities of improving the teaching of
physical and colloid chemistry in higher education institutions through digital transformation. Considering the specific characteristics of
physical and colloid chemistry, which are based on mathematical calculations, experimental activities, modeling, and the formation of
abstract representations, the study substantiates the need to view digital technologies not merely as technical teaching tools, but as a
transformational factor that systematically restructures educational objectives, content, methods, tools, assessment, and expected learning
outcomes. The article also provides a scientific and methodological justification that digital technologies should not completely replace
real laboratory activities; rather, they should expand opportunities for their preparation, explanation, simulation, repetition, and analysis of
experimental results.
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