Abstract
Abstract. The article discusses the opportunities and challenges of using generative artificial intelligence (AI) in teaching chemistry in higher education institutions. Among modern AI technologies, ChatGPT is one of the most discussed and widely used tools to help students master complex teaching material. The aim of the study is to analyze the main difficulties encountered by the ChatGPT model in solving chemistry problems and to identify the peculiarities of using AI in the process of professional training of future chemistry teachers. To collect empirical data, a questionnaire survey was used among students of the educational program of teacher training in chemistry at the South Kazakhstan Pedagogical University named after O.Zhanibekov. The possibilities of generative AI in transferring conceptual knowledge in chemistry were also investigated. ChatGPT models were offered tasks on solving chemical study, a conclusion was made about the high potential of language models in supporting chemistry teaching. At the same time, certain difficulties in solving problems of higher difficulty level were revealed. Therefore, when integrating such models into pedagogical practice, it is necessary to take into account their limitations, provide pedagogical support and use them as an auxiliary tool rather than the main means of teaching. The study can serve as a basis for future work in the field of digital pedagogy and the application of AI in the training of future teachers.