Herein, we report the design and synthesis of novel 7-aza-coumarine-3-carboxamides via scaffold-hopping strategy and evaluation of their in vitro anticancer activity. Additionally, the improved non-catalytic synthesis of 7-azacoumarin-3-carboxylic acid is reported, which features water as the reaction medium and provides a convenient alternative to the known methods. The anticancer activity of the most potent 7-aza-coumarine-3-carboxamides against the HuTu 80 cell line is equal to that of reference Doxorubicin, while the selectivity towards the normal cell line is 9–14 fold higher.

The reaction of isobutylene hydroalcoxycarbonylation with CO and polyhydric alcohols (ethylene glycol, glycerol) in the presence of the catalytic system Pd(aacac)₂-PPh₃-TsOH has been investigated. It was found that carbonylation of isobutylene with CO in the presence of ethylene glycol yields a mixture of mono-and diglycol esters of isovaleric acid, irrespective of the initial reactant ratio. During the hydroalcoxycarbonylation of isobutylene with glycerol, either mono- and di- or mono-, di-, and triglycerides of isovaleric acid are formed depending on the reactant ratio.

The reaction of isobutylene hydroxycarbonylation with carbon monoxide and an alcohol (ethanol, 1-menthol) in the presence of the palladium acetylacetonate-triphenylphosphine-p-toluenesulfonic acid catalytic system was investigated. It was shown that the reaction proceeds regioselectively with the formation of linear products (ethyl isovalerate, 1-menthyl isovalerate). The optimum conditions for running the process were found, at which the yield of the main products is 67–79%.

Under the conditions of digitalization of education, a natural science experiment is analyzed on the example of the development and transformation of a chemical experiment. The influence of the development of information and communication technologies and their implementation in education on the transformation of a natural science experiment and the effectiveness of using various forms of education, such as real and virtual experiments, in digital laboratories is examined.

The concepts of further education - care and development are considered. Additional general educational programs are justified taking into account age and individual characteristics of children, adolescents and youth. The possibilities of a digital educational environment for teaching future teachers to design additional chemical education in primary and secondary schools are considered.

In laboratory chemistry education, experimentation is still often employed as a means of obtaining a “correct” result, while the grounds for trusting data and the conditions under which it is interpreted remain implicit for learners. Even in project-oriented formats, students often lack a methodological language that would allow them to comprehend experimental results as justified and context-dependent knowledge. To address this gap, the present study explores how key features of analytical method validation, specificity, linearity, precision, and trueness, can be pedagogically reinterpreted to support students’ reasoning about experimental data and design. This approach was implemented in an educational workshop with pre-service chemistry teachers, during which participants developed and justified a spectrophotometric method for measuring the total flavonoid content in a plant matrix. A qualitative analysis of students’ written reflections was conducted to examine how engagement with validation characteristics influenced their reasoning about experimental results and the justification of methodological choices. The findings suggest that introducing analytical validation as a conceptual framework for analysing experimental data encourages students to interpret results through the lens of measurement quality, relate method features to the reliability of analytical outcomes, and apply validation criteria when designing experimental procedures. These results imply that analytical validation can serve not only as a professional analytical process but also as a methodological foundation for fostering experimental reasoning and making trust in experimental data an explicit focus in chemistry education.