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This article has been retracted: please see Elsevier Policy on Article Withdrawal (https://www.elsevier.com/about/our-business/policies/article-withdrawal). This article has been retracted at the request of the Editors-in-Chief. After a thorough investigation, the Editors have concluded that the acceptance of this article was based upon the positive advice of two unreliable reviewer reports. The reports were submitted from email accounts which were provided to the journal as suggested reviewers during the submission of the article. The reviewer accounts did not respond to the journal request to confirm the reviewer identity, and the Editors decided to retract the article. This manipulation of the peer-review process represents a clear violation of the fundamentals of peer review, our publishing policies, and publishing ethics standards. Apologies are offered to the readers of the journal that this deception was not detected during the submission process. [ABSTRACT FROM AUTHOR]

• The achievements of nanotechnology can effectively solve the problems of genetics, medicine, cloning, the effect of bacteria on microorganisms, and the production of new materials for mechanical engineering, electronics, agriculture, and other industries, raising all types of equipment and production to a new level. • Nanotechnology is systematically related to a variety of technical and scientific disciplines, existing and developing technologies, and this specificity should be reflected in the educational process. • In the content of the educational material of the physics course on nanotechnology, two components are distinguished – fundamental and professionally orientated. The purpose of this study is to theoretically substantiate and develop a model for teaching nanotechnology when training future physics teachers. Modern standards for general education schools require special attention to the development of students' ideas about the current level of development of science and technology. One of the most important features of modern engineering science is the development of nanotechnology. Therefore, the study of nanotechnological concepts and patterns at a university meets the principle of professional training and can significantly affect the student's knowledge of the methodological foundations of modern science. When constructing programmes and educational-methodical complexes of units of general and experimental physics, the level of mastering knowledge on various topics by students is taken into account. Conversations are held with teachers of various units of the physics course in order to identify the possibilities of studying nanotechnological concepts in various units of the general physics course. The ways of including the concepts of nanotechnology in general and experimental physics of the university are determined. An elective nanotechnology course has been developed, accompanying the teaching of general and experimental physics to students, in order to conduct an experiment to test the hypothesis. [ABSTRACT FROM AUTHOR]