Abstract
This pilot study investigated the impact of the interactive applications on learning outcomes and student opinion for teaching inorganic chemistry. This study was conducted at Karaganda University's Chemistry Department with the participation of students from groups СhB-32r-21, ChB-24-1K, and ChS-24-1K. Results from tests conducted on interactive platforms, such as Quizizz, Kahoot, and Quizlet, were analysed. Group ChB-32r-21 achieved an average score of 17.6 out of 20, indicating a high level of engagement and success. Similarly, groups ChB-24-1k and ChS-24-1k achieved consistent results, confirming the effectiveness of interactive methods. A survey of students revealed a positive attitude towards the use of interactive applications: 85-90% of students noted their engaging nature and clarity of presentation. However, the study also identified issues such as a lack of digital literacy and limited access to devices or the internet among some students, which can create learning inequalities