PREREQUISITES OF USING DIGITAL TWINS AS A MEANS OF FORMING STUDENTS’ RESEARCH COMPETENCE

Abstract

Purpose. The fundamental purpose of this study is the theoretical justification, methodological development, and experimental verification of the effectiveness of implementing a comprehensive inquirybased chemistry teaching model in higher education institutions of technical profile. The proposed pedagogical model is based on the integration of classical real laboratory experiments with virtual computer simulations (utilizing “digital twin” technology) within a unified educational environment. The relevance of the work is driven by the urgent need to bridge the persistent gap between students’ theoretical knowledge and their ability to apply acquired skills in real laboratory and industrial conditions. Furthermore, the study aims to adapt the educational process to the challenges of Industry 4.0 and align it with current international standards of STEM education, which require a high level of graduate adaptability and problem-solving skills. Methods. The research was conducted using a mixed-methods approach, employing data triangulation of quantitative and qualitative indicators to ensure the objectivity and validity of the findings. The pedagogical experiment, which lasted for one semester, involved 84 first-year students majoring in “Electrical Engineering”. The respondents were divided into control and experimental groups whilst maintaining statistical homogeneity. The experimental group was taught using the cyclic inductive POE (Predict–Observe–Explain) model. This methodology included three distinct stages: 1) creating an “ideal” digital twin of the chemical experiment in a virtual environment (using the ChemCollective platform); 2) conducting an open-ended real experiment in a physical laboratory without detailed step-by-step instructions; 3) performing a reflective analysis of discrepancies between simulated predictions and real experimental results using Error-Based Learning principles. Statistical significance of the academic performance differences was assessed using the Student’s t-test for independent samples. Results. Standardized testing at the control stage demonstrated a statistically significant advantage of the experimental group (p < 0.05). The absolute increase in academic performance quality was 23.1 % (increasing from 55.8 % to 78.9 %), whereas in the control group this indicator was only 12.3 % (from 56.2 % to 68.5 %). Qualitative content analysis of laboratory reports revealed that 85 % of students in the experimental group developed a robust ability to independently identify sources of systematic and random errors and to provide reasoned explanations for the influence of real environmental conditions (temperature, impurities, glassware calibration) on chemical processes. In contrast, only 30 % of students in the control group, who were taught using traditional methodology, demonstrated a similar level of critical understanding of the results. Conclusions. It has been experimentally proven that integrating digital twin technology with error-based analysis transforms laboratory practice from a reproductive procedure of following instructions into a creative research-oriented activity. The proposed pedagogical technology effectively promotes critical thinking, fosters robust research competence, and cultivates a culture of scientific integrity, fully complying with modern European integration requirements for higher education in Ukraine and global trends in STEM specialist training.