In the context of the digitalization of education and the increasing importance of nanotechnology as one of the main scientific achievements of the 21st century, this study aims to enhance the professional competence of future specialists through the effective integration of digital educational resources. The purpose of the study is to improve the theoretical knowledge and practical skills of students in the course "Nanotechnology and Nanomaterials" by utilizing digital platforms and interactive tools. The research involved 120 students and employed a combination of methods, including pedagogical experiments, questionnaires, correlation analysis, Student's t-test, pedagogical observation, content analysis, visualization, and modeling. The results demonstrated that the experimental group outperformed the control group in terms of subject mastery, independence, and research skills. Specifically, the level of understanding of nanostructures in the experimental group (9.4 ± 0.3) was significantly higher than in the control group (8.6 ± 0.5; t = 2.765; p = 0.010). These findings confirm the pedagogical effectiveness of digital resources in teaching nanotechnology, indicating that digital models and visual lectures enhance understanding, stimulate cognitive activity, and foster scientific thinking. The study concludes that digital learning fully meets the requirements of modern education and offers practical results for the development of methodological and content foundations in higher education.
Anas et al. (Wed,) studied this question.