This article examines the impact of electronic trainers on self-education in the field of
inorganic chemistry. During the study, 40 students participated, including 20 students from the first
group and 20 students from the second group, who used electronic trainers to improve their
knowledge. The results showed that 70% of students noted the significant help of interactive
features, such as 3D molecular models and simulations, in understanding complex concepts of
inorganic chemistry. For undergraduate students, interactive tools were particularly useful for
grasping fundamental concepts, while graduate students used them to better understand complex
topics such as coordination chemistry and reaction mechanisms. The findings of the study showed
that the accessibility, affordability, and interactivity of electronic trainers make the learning process
more effective, facilitating independent learning. Additionally, 60% of students expressed a high
level iffer action with their experience using electronic trainers. However, some challenges, such
as issues with navigation of learning materials, led to the conclusion that further improvement of
electronic educational tools is necessary.