THE ESSENCE, OBJECTIVES, TYPES, AND DIDACTIC POTENTIAL OF THE COMPETENCY-BASED APPROACH IN CHEMISTRY EDUCATION

This article examines the theoretical essence, educational objectives, principal types and didactic potential of the competency-based approach in chemistry education. The study uses an integrative conceptual review of educational frameworks and selected peer-reviewed research, combined with didactic comparison and model construction. Competence is interpreted as an observable ability to mobilize chemical knowledge, experimental procedures, reasoning and responsible attitudes in meaningful contexts. The analysis distinguishes eight mutually connected competency domains: conceptual-representational, experimental-safety, inquiry-critical, quantitative-analytical, digital-information, communication-collaboration, environmental-ethical and self-regulatory-pedagogical.