Abstract
The article examines the improvement of professional training of future chemistry teachers in a digital educational environment through the use of quest-based technologies. The research relevance is determined by the need for the integrated development of subject-specific, methodological, digital, communicative, and creative competencies in contemporary teacher education. The research purpose is to model the professional training of future chemistry teachers based on quest technologies, to define the structural and component-based content of the proposed model, and to test it during a pedagogical experiment. The study involved 18 third-year students aged 19–21 years: 11 students formed the experimental group and 7 students formed the control group. The experiment was conducted over one academic semester. The research methods included theoretical analysis, pedagogical modeling, observation, questionnaires, interviews, diagnostic tasks, reflective essays, analysis of portfolio materials, and comparative descriptive methods. Digital chemistry quests were implemented in the experimental group, including a set of tasks on the topic “Water in Nature. Water Hardness.” The results of the pilot study indicated positive changes in the professional motivation, cognitive learning activity, use of digital resources, group interaction, and performance of creative tasks among students in the experimental group. Due to the small sample size, the possibility of generalizing the obtained results is limited. The proposed model contributes to clarifying the scientific and methodological foundations for the systematic use of quest-based technologies in the professional training of future chemistry teachers at pedagogical universities.