Pedagogical foundations of chemistry teaching in an interactive environment and the formation of communicative competence

Abstract

This study explores the pedagogical foundations of chemistry teaching within an interactive learning environment and their role in forming students’ communicative competence. The research emphasizes the use of interactive strategies such as cooperative learning, guided discussions, inquiry-based tasks, and peer feedback to promote active participation and meaningful communication in chemistry lessons. The findings indicate that interactive environments enhance students’ ability to use scientific language accurately, explain chemical concepts clearly, engage in argumentation, and collaborate effectively. The study highlights that interactive chemistry instruction supports both cognitive development and communicative growth.In modern education, communicative competence is considered a key component of students’ overall academic and social development. In chemistry education, however, traditional instructional approaches often limit opportunities for dialogue, explanation, and collaborative reasoning. An interactive learning environment creates favorable pedagogical conditions for student-centered learning, active communication, and the development of scientific discourse skills. Therefore, investigating the pedagogical foundations of interactive chemistry teaching and its impact on communicative competence is highly relevant to contemporary educational practice [1].