Theoretical and methodological foundations of humanisation education in universities (on the example of teaching chemistry)

Relevance. The relevance of the study lies in the fact that education cannot be limited only to mastering knowledge and professional skills in the chosen field and narrow specialisation. The existing foundations of graduate training aimed at deepening practice in one professional field are not enough. In such conditions, education should ensure that the students receive knowledge and skills that will give them a sense of satisfaction with learning. Purpose. The purpose of the study is to consider the theoretical and methodological foundations of humanisation education in higher educational institutions on the example of teaching chemistry. Methodology. The methodological framework encompassed several approaches to exploring this subject, including didactic, humanistic, general pedagogical, and pedagogical experiment methodologies. Results. The study on the theoretical and methodological foundations of humanisation education in universities, focusing on teaching chemistry, identified key outcomes. Firstly, the adoption of student-centric teaching methods, facilitated by the transition of teachers into organisers of the educational process, has enhanced student engagement and independent learning. Secondly, the expansion of educational content to include interdisciplinary perspectives alongside specialised subjects has provided students with a more comprehensive understanding of chemistry in real-world contexts. Lastly, the shift in attitudes and relationships between faculty and students has fostered a more supportive and collaborative learning environment. Conclusions. In conclusion, the findings underscore the importance of humanisation in higher education, particularly in the field of teaching chemistry. By prioritising student engagement, interdisciplinary learning, and supportive relationships, universities can create a more enriching educational experience. However, the implementation of humanisation strategies may encounter challenges, including the need for faculty adaptation and resource allocation. Nevertheless, the practical significance of these strategies in enhancing the quality of education in universities cannot be overstated, highlighting the importance of their effective implementation and continued exploration. Keywords: humanisation; universities; theoretical and methodological foundations; teaching chemistry; students; educational technologies