Abstract
The paper explores the concept of educational and professional motivation among chemistry students as a psychological and pedagogical phenomenon. It provides a review of current domestic and international research, identifies the components of the motivational structure, and analyzes the stages and pedagogical conditions for fostering motivation. The necessity of a comprehensive approach to developing motivation through practice-oriented learning, reflection, and digital educational resources is substantiated. Key factors influencing motivation, as well as strategies for its diagnosis and development, are presented. The article argues for the need for a comprehensive approach to providing motivational support for the training of future chemistry specialists. The authors substantiate that successful online chemistry education requires an integrated approach focused on maintaining high academic motivation among students. They argue that the use of interactive elements, effective assessment methods, feedback, and a personalized learning approach are key to achieving high results in the remote mastery of this important subject. The presented conclusions can be used in designing educational programs and motivation-enhancing methodologies.