This article examines the scientific and pedagogical foundations for enhancing students’
cognitive activity in chemistry education. Cognitive activity plays a critical role in fostering
students’ intrinsic motivation for learning, self-directed inquiry, and the development of creative
abilities. The study explores the theoretical foundations of cognitive activity and its structural
components-cognitive interest, independence, and creative action. The authors substantiate the
effectiveness of using interactive teaching methods in chemistry lessons and emphasize the need to
develop students’ independent thinking skills in the learning process.
The article demonstrates that interactive methods significantly contribute to the development of
students’ research skills, critical thinking, and practical abilities. Furthermore, key pedagogical
conditions for organizing the educational process effectively are identified: student-centered
learning, systematic organization of independent work, and the provision of continuous feedback.
The authors redefine the teacher’s role as a facilitator of cognitive activity and a catalyst for
unlocking students’ creative potential.
The theoretical and practical conclusions presented in the article are essential for improving the
quality of education, particularly in the teaching of chemistry. The research findings aim to
introduce new approaches to fostering cognitive activity, enhancing the quality of education, and
increasing students’ interest in scientific knowledge.