Formation of self-study skills in the activities of future chemistry teachers

This article examines the development of self-learning skills in students' professional activities. The aim of the study is to test the developed methodology for developing self-study skills in future chemistry teachers within the framework of the «Theory of Chemistry Teaching» course. The article presents the results of a study conducted in the 2024/2025 academic year. The ascertaining stage of the study assessed the motivational and cognitive components of self-study to determine students' level of awareness and needs for professional development as chemistry teachers. The majority of students demonstrated a moderate level of motivation, while less than 10% demonstrated a high level. The cognitive component assessment covered the key areas of knowledge for studying the first-semester methodological discipline: the majority of respondents demonstrated an average level of self-study ability (59%). The formative stage of the study included educational activities aimed at developing self-study skills through the implementation of pedagogical conditions using the EduScrum board and case studies. At the control stage of the study, a repeat assessment of the motivational and cognitive components of self-learning revealed an increase in average scores by 3 points. The reliability of acquired knowledge was assessed using the Wilcoxon signed-rank test for related samples. The authors cite the following pedagogical conditions that contribute to the development of self-learning abilities: the flexible EduScrum pedagogical learning model, which supports independent student activity in small study groups, and case studies based on the simulation of real-life pedagogical situations that stimulate independent and active cognitive activity aimed at solving the assigned task.