This scientific article addresses a relevant problem in the field of education—effective use of mobile resources in the context of laboratory training in biology. In the modern information society, where technologies have become an integral part of everyday life, it is crucial to develop methodologies that promote a deeper and more productive development of biological education. The issue of using mobile resources during laboratory classes, especially in the study of biology, has not been sufficiently researched and is practically underdeveloped. Compared to traditional laboratories, digital resources allow significant reduction in time spent organizing and conducting experiments, improve the accuracy and clarity of experiments, provide unlimited opportunities for processing and analyzing data, and expand the research component in the study of natural sciences. Thus, the purpose of this article is to explore the methodology of using mobile resources in the process of conducting laboratory sessions in biology to enhance activity and the effectiveness of learning, as well as to improve the understanding and retention of educational material. The object of the study is educational processes in the field of biology, while the subject is mobile resources and their role in optimizing laboratory learning. The research methodology includes analyzing existing pedagogical approaches to using mobile technologies in education, defining a methodology considering the specifics of biological education, its testing in practice, and analyzing the results to assess the effectiveness of the proposed approach. The study aims to determine the optimal strategies for integrating mobile resources into laboratory biology training, which can be widely applied in educational practice to improve the quality of education and increase student performance.