This study aimed to investigate the effectiveness of using the educational scaffolding model in teaching chemistry, focusing on the development of problem-solving skills among ninth-grade students. The study employed a quasi-experimental design, consisting of two groups (experimental and control), with pre- and post-measurements. The sample consisted of (50) students 9th Graders, randomly divided into two groups: experimental (25) students studied using the educational scaffolding model, and control (25) students studied traditionally. The problem-solving skills test consisting of five sub-skills (problem identification understanding, making assumptions, collecting and analyzing information, interpretation, and proposing solutions) The results showed that there were significant differences at the level of significance (α = 0.05) between the individuals of the two groups in favor of the experimental group, which indicates the effectiveness of the educational scaffolding model in improving problem-solving skills. The study recommended using the educational scaffolding model in teaching chemistry and training teachers to use it to enhance students ' higher thinking skills.