Abstract
The aspects of asynchronous communication between chemistry students and their instructors within the context of digitalizing the educational environments in both the Republic of Kazakhstan and the Russian Federation are examined. Asynchronous interaction involves the exchange of messages and files attached to them using the symbolic and graphical language of chemistry, specific schemes and graphs. A conclusion has been drawn regarding the necessity to establish and enhance students' information competencies within the domain of chemistry. The purpose of the study is to analyze the use of the resources of the electronic educational environment in the process of independent work in chemical disciplines by students and teachers in the Republic of Kazakhstan and the Russian Federation. The features of remote interaction between students and chemistry teachers in full-time learning conditions have been studied. It is shown that the subject-specific types of extracurricular independent work of students of the Faculty of Chemistry are the performance of tasks in the form of text using the symbolic language of chemistry, such as writing equations of chemical reactions, complete and abbreviated ionic equations, reaction mechanisms; as well as graphical, such as atomic and galvanic cell circuits, graphs and graphical calculations in experimental laboratory and research works. It was revealed that most teachers post materials and assignments for extracurricular work at the Herzen State Pedagogical University in the Center for Distance Learning Support, at the Abai KazNPU in the «Univer» system; however, for reciprocal asynchronous interaction with the teacher, students prefer email or social networks. The materials sent are mainly a photo or a scanned copy of a handwritten text, or a digital document in text format. The students of chemistry revealed a lack of knowledge and skills in using electronic