Abstract
This article presents a comprehensive analysis and modeling of the professional training process for future chemistry teachers using quest technologies as an innovative and effective tool for active learning. It emphasizes that, given the rapid digitalization of education and the updating of teacher education, quest learning is becoming a significant element of modern teaching methods. The theoretical and methodological foundations of quest technologies, their essence, structure, and pedagogical potential are examined within the context of a competency-based approach. A structural and functional model has been developed, including the key components, stages, and pedagogical conditions for the successful implementation of quests in the educational process, ensuring the comprehensive development of professional, research, and meta-subject competencies in future teachers.A comparative analysis of domestic and international studies revealed common trends and development directions for quest technologies in teacher education. Particular attention is paid to the didactic potential of quests, their role in increasing student motivation, developing critical and creative thinking, teamwork skills, and independent work. It is noted that quests, as an integrative form of learning, combine game-based, research-based, information-based, and problem-based methods, creating conditions for students’ active participation in the educational process.The article describes in detail the implementation of quests in chemistry teacher training, including educational, research, and digital quests, as well as the organizational, technical, and methodological conditions for their effective integration into the educational environment. It concludes that quest technologies contribute to improving the quality of professional training for future teachers, developing their creativity, communication skills, and sustained motivation for professional work in the context of modern education.