In the twenty-first century, information technologies play a major role in facilitating education,
learning, and cognitive processes. As a result, they start to play a basic yet crucial role in the
instructional process. Currently, a chemistry teacher can employ quantitative laboratories in his
practice, which enable him to plan a chemical experiment at a new level, analyse the observed
phenomena from a qualitative assessment only in terms of its quantitative characteristics, and
investigate the properties of substances and phenomena in novel ways.
The article discusses the role of virtual laboratories in teaching chemistry in the context of
education in Kazakhstan. The emphasis is on the analysis of a virtual chemical laboratory as a
means of conducting chemical experiments for educational purposes. In the course of training, the
methodology of creating and using virtual laboratories is studied, including the stages of
development, testing, analysis of the effectiveness and reliability of virtual experiments compared
with traditional methods. In addition, the questions and results of the survey among teachers who
tested virtual laboratories in teaching chemistry are reflected.