Abstract
In the rapidly evolving landscape of science education, fostering students ’research competencies and cognitive engagement has become a core pedagogical imperative. This paper presents an experimental study on the integration of Web-Quest technology into chemistry instruction as a means to enhance inquiry-based learning and intellectual curiosity among first-year university students. The study was conducted at Abai Kazakh National Pedagogical University with 13 chemistry majors, the study employed a quasi-experimental pretest–posttest design utilizing diagnostic tests, attitudinal surveys, and qualitative observations. The Web-Quest module, centered on the topic “Properties and Applications of Alkenes,” guided learners through structured online inquiry, collaborative problem-solving, and critical evaluation of digital resources. The findings demonstrate statistically significant improvements across three domains: research activity (from 38% to 82%), cognitive motivation (from 41% to 88%), and independent learning (from 46% to 91%). Participants also exhibited greater metacognitive awareness, self-regulation, and interest in chemistry beyond formal instruction. The data suggest that Web-Quest–based learning fosters deeper knowledge construction, analytical reasoning, and intellectual autonomy, aligning with constructivist and inquiry-oriented educational paradigms. This study contributes empirical evidence supporting the use of Web-Quest technology as an effective pedagogical innovation for chemistry education in higher institutions. It highlights the potential of ICT-mediated inquiry to transform students from passive recipients into active researchers capable of synthesizing, evaluating, and applying scientific knowledge in authentic contexts.