PEDAGOGICAL FOUNDATIONS OF THE INTEGRATION OF THEORETICAL KNOWLEDGE AND RESEARCH ACTIVITIES IN THE TEACHING OF CHEMISTRY IN HIGHER EDUCATIONAL INSTITUTIONS

This article examines the pedagogical foundations, methodological approaches, and educational mechanisms for integrating theoretical knowledge with scientific research activities in chemistry education at higher educational institutions. Particular attention is devoted to the development of students’ scientific thinking, research competencies, experimental skills, and ability to apply theoretical concepts to practical scientific problems. The study explores the educational potential of inquiry-based learning, problem-based learning, research-oriented instruction, and interdisciplinary approaches in establishing meaningful connections between theoretical chemistry and experimental investigations. Drawing upon constructivist learning theory, experiential learning, and contemporary research on chemistry education, the article proposes a conceptual pedagogical model integrating theoretical instruction, laboratory experimentation, independent research, and reflective assessment. The proposed model emphasizes the importance of student-centered learning environments, scientific inquiry, digital technologies, and competency-based assessment. The analysis suggests that systematic integration of theoretical and research activities can strengthen students’ conceptual understanding, scientific reasoning, methodological competence, and readiness for professional scientific activities. The article also identifies institutional, methodological, and technological conditions necessary for implementing an integrated chemistry education system in higher educational institutions.