In the contemporary context of educational development, the use of innovative pedagogical approaches aimed at increasing learners’ motivation and fostering their research and creative activity has become particularly important. One of the most promising directions is the integration of edutainment and maker education. The aim of this study was to substantiate and experimentally verify the effectiveness of the maker education approach as a means of implementing edutainment in the process of teaching chemistry to Year 11 pupils. A combination of theoretical and empirical methods was employed, including the analysis and synthesis of scientific and pedagogical literature, pedagogical modelling, classroom observation, questionnaires, interviews, and a pedagogical experiment. The results of the pedagogical experiment demonstrated that, at the initial stage, both groups were characterised predominantly by medium and low levels of cognitive activity. During the formative stage, pupils in the experimental class completed maker education tasks and mini-projects involving the construction of experimental models and the conduct of investigations. The implementation of these activities contributed to increased cognitive engagement and to the development of creativity and independence. Comparative analysis of the results obtained at the initial and final stages revealed a significant improvement in the level of cognitive activity among pupils in the experimental class: the proportion of pupils demonstrating a high level increased from 10% to 43%, while the proportion of those with a low level decreased from 43% to 9%. The findings confirmed the effectiveness of maker education tasks as a means of enhancing learning activity and increasing motivation to study chemistry. The practical value of the study lay in the development of a methodological model for organising maker education activities and a system of maker education tasks for chemistry teaching, which were tested by student teachers during their teaching practice