This article comprehensively examines the pedagogical foundations of applying modular
technology in the process of teaching inorganic chemistry in higher education institutions. In
modern education, modular technology is considered one of the effective methods that enables
students to master learning material step by step, while improving the quality of knowledge through
the interconnection of theory and practice.
The purpose of the study is to identify the pedagogical prerequisites for the application of modular
technology in teaching the inorganic chemistry course, to determine its features, and to prove its
effectiveness on a practical level. For this purpose, research was carried out with an academic group of
12 first-year chemistry students. At the initial stage, students‘ opinions about modular learning were
identified. The survey results showed that 8 out of 12 students had heard this term for the first time,
while only 4 students were able to provide a general understanding of its content.
During the study, the course "Theoretical Foundations of Inorganic Chemistry" was divided
into 8 modules, and a 15-week lesson plan was developed. Each module included not only
theoretical content but also practical tasks, which encouraged students to engage in independent
inquiry, think scientifically, and apply the acquired knowledge in practice.
After the completion of the classes, students‘ opinions were collected again through a survey.
The results demonstrated the effectiveness of modular technology: 84% of students noted that the
learning material was clearer when divided into modules, 8% preferred traditional learning, and
81% emphasized the high integration of theory and practice. The overall satisfaction rate was 88%.
The findings of the study prove that the introduction of modular technology in teaching
inorganic chemistry contributes to students‘ active participation in the educational process,
systematic mastery of the subject, and the development of professional competencies