Влияние внешних и внутренних факторов на вовлеченность студентов в научно-исследовательской процесс

The article considers the relevance of quality training of future teachers of natural sciences in modern conditions, which is due to the processes of reforming all links of the education system, global changes in the European labor market, the development of world science and pedagogical practice, as well as the shift of emphasis from the accumulation of knowledge to the mastery of methods of activity. The main strategic tasks and requirements for the quality of the educational process and the professional level of modern teachers are analyzed. The need for future teachers to master new functions, new content of activities, search and introduction of modern methods of teaching and learning was determined. Special attention is paid to the formation of ten key competencies among graduates of general secondary education institutions. The article deals with scientific studies of the problems of the individual's scientific research activity, which focuses on the formation of research skills in various categories of subjects. The importance of the formation of scientific-research competence in the system of training future specialists, researched by many Ukrainian and foreign scientists, is emphasized. The multidimensional process of scientific research activity in the formation of the personality of future technology teachers, which includes the development of research skills, independence and competences, is analyzed. The essence and theoretical justification of the students' research activity is defined, which involves the analysis of the concepts «scientific activity» and «research activity», especially in the context of the organization of such activity in higher education. The distinction between the concepts of «scientific activity», «scientific-organizational activity», «scientific-pedagogical activity» and «scientific-technical activity» is outlined. It is emphasized the need to refer to the reference-source base to clarify the specifics of the interpretation of the term «scientific-research activity».  The article examines the importance of research activity in the context of personality formation of future technology teachers. The role of innovative learning technologies, such as problem presentation, heuristic methods, game methods and case methods, in the development of critical thinking, research skills and independence of students is analyzed. The growing importance of information and communication technologies in education requires from future teachers the ability to critically evaluate and use online resources to ensure the quality of learning and active scientific research. The training of future technology teachers should include the development of skills to work in a hybrid research environment, using both traditional and digital resources. Developed research competence is a key aspect of improving the quality of the educational process and includes a system of motives, states, special attitudes, research knowledge, skills and abilities. 

The issue of developing the student research competence through the discipline "Foreign Language" is explored. This competence is one of the requirements for mastering a training program at the undergraduate level. Having mastered it the student is expected to be able to search, critically analyze and synthesize information, apply a systematic approach to solving assigned problems. The study identified the relevance of this competence in the training of future specialists in scientific, natural and technical directions in accordance with the Federal State Educational Standard for Higher Education ++ and the competences required for mastering by students. A detailed consideration of the concepts "competence" and "competency" is considered necessary to determine the correct expected learning outcomes. The former incorporates more abilities than knowledge, abilities and skills while the latter requires experience and a personal attitude towards the actions performed, which may not be enough for students at the initial stage of training. Definitions revealing the nature of "competence" highlight such parameters as educational preparation, awareness, knowledge and experience, productive performance of activities, etc. "Competency" is described with such traits as application of appropriate knowledge, specialist qualifications, making responsible decisions, etc. The overview of scientific and pedagogical literature on the concept "research competence" allowed us to determine its certain typical components: work with scientific sources of information, comprehension and critical analysis of the information received, the ability to present the research results, ability to explain and prove the correctness of one’s position, etc. The authors offer an overview and analysis of the existing measures and teaching practices for the formation and development of research competence in domestic and foreign universities. Along with the significance of developing research competence, there is also a need to create a learning environment that could support the development of research skills within appropriate organized situations. In fact, in order to develop research competence in the learning process, it is necessary to include systematically tasks for the development of all skills that make up the competence under discussion: tasks for searching, analysis, comparing information, brief presenting the information obtained, discussing what has been read, developing critical thinking. To solve this problem, the potential of the "Foreign Language" discipline is used both to prepare students for intercultural communication and to search and select relevant information that they can use for their general development, educational purposes, the development of skills such as analysis, comparison, critical perception of information. Adequate organization of classroom and extracurricular work, creation of appropriate conditions and involvement of students in research activities are considered to be the key approach to solving the problem. In this connection, the learning process is based on a personal-activity approach, which allows students to be involved in research, communication, analytical and creative activities. Many specialists’ works demonstrate the effectiveness of the research competence development through active studying and research activities; organization of seminars, clubs; publications based on the results of the students’ coursework, final qualification papers, creative projects. Based on our practical experience, the given issue proposes tasks and forms of quasi-research activities contributing to the mastery of research competence. The article conveys our experience of implementing research quests in English held in the research library of our educational institution and organizing lessons, including elements of information search, its analysis, comparison and presentation of the results in a group. To carry out such activities, we elaborated a scenario involving students into research activities with problem tasks that require the activation of search, analytical skills, as well as the ability to work in a team. The survey, observation and analysis of classroom and extracurricular activities allowed us to evaluate students’ awareness about the research activities of both the students themselves and the university as a whole, as well as to probe the ways to motivate students’ involvement in such activities, allowing them to make discoveries and analyze the data obtained. Theoretical analysis of the thematic material and practical application of the proposed techniques made it possible to highlight the possibility and necessity of developing research competence in the study of a foreign language, both when studying educational topics in class, and when participating in large-scale university events such as conferences, club debates, quests.

This article is devoted to the formation of research skills and abilities of younger students in the process of teaching the subject «Knowledge of the world». The research is based on the ideas and views of foreign and domestic scientists. The essence of the concepts «research activity» and «research skills»is defined. The main emphasis is based on the features and specifics of the development of research skills of primary school students. The authors consider the research skills of primary school children through the prism of interrelated conceptual categories: «research», «skills and abilities», «research activity». Describes some aspects of the organization of the educational process and indicates the need for pedagogical influence on the process and content of research activities, which determines the formation of younger students research skills. The authors propose a technological map of an optional lesson on the formation of research skills and abilities for primary school students.

The article examines the theoretical and applied aspects of the involvement of professional preliminary higher education students in research activities in the process of studying natural sciences. It is noted that research skills are a necessary condition and integral component of the formation of professional competence of future primary school teachers. The article focuses on the conditions necessary for the development of research skills of students of the pedagogical college. The search activity of students is aimed at mastering the methods of scientific research, developing their creative thinking and individual abilities in solving theoretical and practical tasks; instilling in students the skills of independence in search and research activities. This prompts the teacher to focus on the use of the latest pedagogical technologies, the use of research techniques, and search methods in teaching educational components, in particular, the science and mathematics cycle. It was found that the research skills of future teachers are defined as a set of professional qualities that ensure the readiness of students of higher pedagogical educational institutions to perform purposeful research activities based on practical applications of knowledge in the education of future schoolchildren. Pedagogical students need to master the methods of scientific knowledge and research competencies in order to thoroughly master academic disciplines and acquire the skills of practical application of knowledge in future work. It is important to realize the significant didactic potential for the formation of the foundations of these competencies in classes in the disciplines of the naturalmathematical cycle.

Cultivating high-level medical professionals with research competence and innovative thinking is a key issue in modern medical education, particularly in the field of basic medical sciences. Traditional lecture-based models focus on theoretical knowledge but often fail to provide authentic research engagement opportunities, which are crucial for developing scientific inquiry and critical thinking. This study proposes and implements the "research-driven course" concept in a graduate immunology course at Harbin Medical University. The aim is to enhance students' research skills and innovative thinking through a research topic-driven teaching model, which combines theoretical learning with practical research applications. The curriculum reform involved a comprehensive redesign of the curriculum structure, teaching methods, learning strategies, and assessments. Students selected research topics related to current immunological advancements and, under faculty mentorship, first constructed a knowledge framework in immunology based on these topics. Following this, students engaged in literature reviews, peer discussions, and presentations. The course integrated Problem-Based Learning (PBL) and seminar-style teaching, with assessments including seminar presentations, written assignments, and group discussions to evaluate both students' theoretical knowledge and research competencies. The reform significantly improved students' mastery of immunological knowledge and research abilities. Students demonstrated enhanced critical thinking and innovation skills, improving their ability to design original and feasible research topics. Their academic writing and problem-solving skills also showed significant improvement. Notably, student participation increased, and there was a marked rise in independent learning and engagement in research activities. Students reported stronger connections between theoretical knowledge and practical research applications. Additionally, students' overall competencies improved, particularly in time management and academic expression. This research topic-driven curriculum reform effectively bridged the gap between theoretical knowledge and research practice, significantly enhancing students' research competence, critical thinking, and innovation. The model significantly increased student engagement, promoted independent learning, and provides a transferable framework for curriculum reforms in other foundational medical disciplines.

The paper identifies the main directions of research activities the future teachers of geography in the study the cycle of the Earth sciences. It is emphasized, for the future teacher of geography the complex of earth sciences takes a leading place in the system of their vocational training and it is basis of their special subject education. The complex of educational disciplines, combining the sciences of the Earth, includes ones such as: "Geology", "Climatology", "Hydrology", "Geomorphology", "Cartography", "Geography of Soils", "Biogeography", "Landscape study", "Geoecology", "Physical geography of mainlands and oceans", "Physical geography of Ukraine", "Regional geography", etc. The goals and general content of these disciplines are revealed; the logic and order of their study are shown. It is substantiated each of these disciplines has a well-organized structure, supported by working programs, teaching materials and training aids, qualitatively new computer-oriented textbooks, atlases, and additional literature. It is analyzed the main forms of the organization of the educational process in the study of the disciplines of the cycle of the Earth sciences; these are namely - lectures, laboratory and practical classes, field practice. It is accentuated on the basic methods of involving students in research activities while the study of physical-geographical disciplines, on the types of research work of students in the classroom and out-of-class time. Modern types of research lectures are described; the contents of laboratory and practical classes using the search methods of students' educational and scientific work are given; the types of field practices in physical geography and the main directions of students' field research are listed; the approaches to the organization of course studies of future teachers of geography are disclosed. The author also serves the system of research work of future teachers of geography while extracurricular time on the example of the experience of Krivoy Rog State Pedagogical University. It is concluded the special work on the part of teachers is need; such one for to shaping a high level of motivation, students' research competence and targeted involvement of students in activity-based modern methods, forms, techniques and technologies for organizing scientific research.

The main problem faced by the specialists of education management in determining the goals of regulation and development of students’ research activities is the imperfection of the evaluation mechanisms of scientific training at the university. The model includes the development of motivational, activity and evaluation components. This article focuses on the design of assessment component of students’ research activities. Assessment component of pedagogical system under consideration, i.e. in a technical university, includes the proposed results and the criterion indicators; mechanisms for diagnosis and improvement methods of students’ research activities. As projected results there may be: a model of high school graduate, the place of research competence in it, a model of research competence, a model of the scientific information environment of high school (resource potential). Depending on this, criteria indicators can serve as an increment of competencies in the composition and performance as well as resource potential of students research work. The purpose of the proposed research is to develop a mathematical model of research activities effectiveness of the technical students. This article discusses the possibility of using the conceptual and methodological apparatus of pedagogical qualimetry in studying the process of scientific training of students. In the article the possibilities of using pedagogical qualimetry terms and methodology in the study of students’ research process are observed. Diagnostics technique is offered to evaluate the efficiency of technical university students’ research efficiency. The result and index of students’ research system development are specified. As a result of the experiment, main components of students’ research competence and their weighting values are revealed. Linear mathematical model which allows diagnosing student’s research efficiency is constructed. Minimum (L min = 33.75), maximum (L max = 101.25) and threshold values of diagnostic assessment and their indicators are presented. This model is a basis for the test software which can be used further in practice.

The study examined librarians’ competencies for sustainable research and development in public university libraries in South-South, Nigeria. It was guided by four (4) research objectives, which were to: determine librarians’ digital scholarship competencies for research and development in public university libraries in SouthSouth, Nigeria; assess librarians’ collaboration skills for research and development in public university libraries in South-South, Nigeria; examined librarians’ online search competencies for research and development in public university libraries in South-South, Nigeria; and ascertain librarians’ data management skills for research and development in public university libraries in South-South, Nigeria. It adopted the correlational research design, with a population of one hundred and one (101) academic/professional librarians from six (6) public university libraries in two states (Akwa Ibom, Cross River and Rivers States) in South-South, Nigeria. Total enumeration sampling technique was used to study the entire 101 academic/professional librarians. The researchers’ developed structured and validated questionnaire, with a reliability coefficient of 0.78, was used for the data collection, which yielded a response rate of 93%. The data collected were analysed with the Pearson’s Product Moment Correlation (PPMC) to assess the objectives, while the null hypotheses were tested using simple linear regression at 0.05 level of significance. The findings of the study revealed that the investigated librarians’ digital scholarship competencies, collaboration skills, online search competencies and data management skills have strong positive significant relationships with sustainable research and development. It showed that the librarians’ competencies were not well-harnessed and effectively capitalized on in achieving sustainable research and development in public university libraries in South-South, Nigeria. It concluded that librarians’ competencies are necessary requirement for improved, effective and sustainable research and development in public university libraries. Thus, it was recommended, among others, that management of public university libraries in conjunction with university libraries should provide training for librarians on digital scholarship paradigms and data management issues in order to enhance their competencies in line with emerging research and other academic responsibilities, while librarians in the public university libraries should be willing, conscious and self-motivated to upskill themselves in line with the dynamics of the modern technology-driven environment for enhanced research and academic activities.

The purpose of the study presented in this article is to examine the impact of information technology on the process of developing future teachers' competences and on teaching biology. Based on the data collected during interviews with 27 future biology teachers who used IT in their studies, five categories of IT impact on competence development were identified, namely: improving access to information, expanding learning opportunities, increasing the effectiveness of research activities, developing communication skills, ensuring continuous self-education; and three main categories of IT impact on students, namely: improving the quality of students' research competences, developing skills in analysing, reasoning, modelling, and solving.

The article considers the problem of developing research competence of students majoring in pedagogical fields. The authors set the task of increasing the effectiveness of preparing students for research activities by integrating innovative pedagogical technologies into the educational process. A hypothesis is put forward that the experimentally developed course based on the use of interactive methods and technologies (pedagogical quest, immersive theater, storytelling, case-study, business game) contributes to more effective development of research competence compared to traditional approaches and technologies.The article analyzes the shortcomings of the traditional system of preparing students for research, provides the author's definition of the concept of "innovative technologies for developing research competence", describes the structure and content of the developed course "Scientific Article: from Idea to Publication". The main attention is paid to the practical implementation of the course and the analysis of its impact on the motivational, cognitive and activity-practical components of students' research competence. Empirical data obtained during the experimental work indicate a positive impact of the course on the development of research competence. Participants in the experimental group demonstrated increased motivation for research work, improved understanding of research methodology, development of skills in writing scientific texts, data analysis and public speaking. Overcoming of psychological barriers associated with scientific activity and formation of a positive attitude towards R&D is noted.

In the article the relevance of the development of the student's research competence in the context of the requirements of current federal state educational and professional standards is proved. The purpose of the article is to prove the possibility of developing research competence by solving research problems. Methods of systematic, competent and person-oriented approaches applicable to development of trainees’ research competence are used for analysis. The concept of research competence is considered, the list of research skills as its constituent elements is defined, the levels of skills formation are described. The article considers various approaches to the definition of the concept «research task» provides an overview of the main scientific ideas about this type of task. Essential distinctive characteristics of research tasks are presented. Species and level classifications of research tasks are considered. Being based on the analysis, the following distinctive features of research problems are highlighted: the problematic nature, the development of the researcher's resources, the subjective and objective difficulty of solving the problem, the presence of normative and real complexity of the problem, the need for a deep study of the solution of the problem, the novelty of the solution, the variability of the solution, the insignificant dependence of the development of research skills on the number of solved problems. The article describes the stages and algorithms for solving research problems. The pedagogical practice of learning the skill of solving research problems at a university has been generalized. The author focuses on the possibility of using research tasks to develop research competence in all forms of educational activity in higher school (theoretical and practical training, performing qualification work at different stages of training). It was concluded about the role of research tasks in the development of students’ research competence and the assumption that the use of multi-level research tasks will create conditions for the effective development of research competence.

The article is a comprehensive study aimed at conceptualizing the concept of “students' research competence” in the context of the system of secondary vocational education (hereinafter - SVET). The paper analyzes theoretical approaches to the interpretation of this term existing in the scientific literature, clarifies the ideas about the content and structure of research competence of students of vocational education institutions.The work is based on the analysis of modern domestic and foreign theoretical sources, including pedagogical, psychological and methodological studies, which allowed author to identify the diversity of interpretations and methodological positions.The article defines the key features of this competence, highlights its specificity as applied to vocational education and training students, taking into account the practice-oriented nature of their education. Within the framework of structural analysis three interrelated components are revealed in detail: motivational, cognitive, and activity components. Special attention is paid to the integrative nature of the competence, which combines theoretical training and practical skills relevant for future specialists. The practical significance of the study lies in the possibility of using the obtained results for the development of educational programs of vocational education and training aimed at the formation of research skills, as well as for the creation of diagnostic tools for assessing the level of competence.

The Problem- and Technology-Based Research (IBPT) approach constitutes an innovative pedagogical model designed for first-year university students, with the objective of strengthening research and technological competencies through the integration of technological resources, problem-solving, and formative research. The aim of this research was to introduce and validate IBPT as a viable option for higher education by evaluating its effects on the gradual enhancement of research skills among 73 first-year engineering and nursing students at a public university in Peru. A quasi-experimental pretest-posttest methodology was utilized, incorporating a questionnaire designed according to the four phases of IBPT: understanding the problem, planning activities, executing tasks, and reviewing solutions. The findings revealed significant improvements in research competencies, particularly in activity execution and solution review, while more moderate progress was observed in problem comprehension and activity planning. In conclusion, IBPT emerges as an effective alternative for integrating problem-solving and technological resources in higher education, fostering the acquisition of research competencies and laying the groundwork for the consolidation of advanced research skills, essential for academic knowledge production and professional development in later stages.

The article considers issues related to the formation of scientific and research competence in students of nonlinguistic universities by means of a foreign language. Using a foreign language as a tool for obtaining information of a scientific or professional nature is particularly relevant in the current labour market. The distinctive feature of the new federal standard of higher professional education is its focus not only on the accumulation of knowledge, but also on the formation of the ability to apply knowledge in practice, on the development of certain competences. Therefore, it is necessary to switch from the content to the effectiveness of the educational process. Scientific research work is becoming an important part of a student ‘s professional training. This is one of the key factors of development and active formation of the qualities essential for a would be railway specialist. Creation of knowledge-intensive industries in the field of railway transport changes the requirements to the skills of university graduates. Skills in selecting and analyzing of information, applying it creatively, identifying problems and making management decisions are in demand. Project technology is offered as a tool for forming the research competence among students of railway specialties. The feasibility of this method as an effective way of organizing research activities of students of railway and economic specialties is justified.

The article considers the importance of developing research competence in future doctors in the process of studying chemical disciplines. The authors emphasize that modern medical education requires not only theoretical knowledge, but also the ability to engage in independent scientific activity. The development of research competence includes the development of critical and analytical thinking, the ability to independently solve professionally oriented tasks, as well as the ability to effectively apply scientific methods in practical activities. The study demonstrates that active participation of students in research work has its own professional readiness and competitiveness in the labor market. Students who are involved in scientific projects have the opportunity to improve their skills in searching and analyzing information, working with more research methods. It is important that the development of research competence occurs through the performance of a variety of tasks of varying complexity, which stimulates a creative approach to learning. Special attention is paid to the process of integrating research activities into the educational process, in particular through the study of chemical disciplines. The study of chemistry allows students not only to master scientific methods, but also to apply them to solve medical problems. This forms the necessary skills for further professional activity, including critical analysis of medical situations and making informed decisions. The conclusions emphasize the importance of further research in this area, including the development of technologies and methodological support for the implementation of scientific competence in the educational process of medical universities. This will allow preparing doctors capable of innovative and scientifically based professional activities.