The role of interactive learning technologies in building a communicative environment in chemistry education

Анотація

This study examines how interactive learning technologies contribute to building a communicative environment in chemistry education. The research focuses on classroom practices that promote dialogue, collaboration, and scientific communication, including cooperative learning, guided discussions, inquiry-based tasks, digital interactive tools, and peer feedback. The findings suggest that systematically designed interactive learning environments enhance students’ use of scientific terminology, clarity of explanations, evidence-based argumentation, and collaborative communication during problem solving and laboratory activities. The study highlights that interactive technologies support both communicative competence and deeper conceptual understanding in chemistry[1].
In modern education, communicative competence is a key outcome that ensures students can express scientific ideas, participate in academic dialogue, and collaborate effectively. Chemistry, as a conceptually demanding subject, requires learners not only to understand abstract concepts but also to communicate reasoning, justify conclusions with evidence, and interpret experimental results. Traditional teacher-centered approaches often limit students’ opportunities for meaningful communication. Therefore, exploring the role of interactive learning technologies in building a communicative classroom environment is highly relevant to improving the quality and effectiveness of chemistry instruction.