DEVELOPING A SYSTEM OF ELECTRONIC EDUCATIONAL TOOLS FOR TEACHING CHEMISTRY USING SIMULATION METHODS: A MILITARY-PROFESSIONAL COMPETENCE PERSPECTIVE

Abstract

Chemistry learning in military-oriented professional preparation requires learners to connect conceptual chemical knowledge with safe, time-sensitive, accountable decisions. Digital platforms provide access to representations and repeated practice, yet fragmented use of simulations does not in itself produce an integrated competence-based curriculum. Objective: This article develops and critically examines a system of electronic educational tools for simulation-supported chemistry teaching oriented toward transferable military-professional competence. Methods: A conceptual design-research approach combines an analytical synthesis of established scholarship on virtual chemistry laboratories, multimedia learning, inquiry, experiential learning and formative analytics with constructive alignment of tasks, outputs and assessment. No student experiment or institutional implementation is claimed. Results: The proposed SIM-CHEM framework integrates a learning management layer, a chemical simulation layer, a scenario and decision layer, an evidence and analytics layer, and a governance and safety layer. A six-stage learning cycle, an illustrative eight-week curricular sequence, contextualized cases, a multidimensional analytic rubric and a feasible validation protocol are provided. Conclusions: Simulation can support conceptual reasoning, procedural preparation and evidence-based decisions when paired with authentic supervision, safe physical practice where appropriate, feedback and transparent assessment. The article offers a testable pedagogical design rather than an empirically demonstrated effectiveness claim.