Evaluation of Research Competencies in High School Students. Cross-Sectional Study

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.

This chapter, titled “Revolutionizing RCT in High School,” examines the transformative potential of real-world experiential research in advancing Research Cognitive Theory (RCT) for pre-university students. It begins by reviewing historical research apprenticeship models and their impact on fostering independent learning and critical thinking among high school students. Despite their proven benefits, the chapter notes a significant gap in documentation regarding the cognitive behaviors cultivated through these models. The chapter introduces Research-Based Learning (RBL) as a pedagogical approach that incorporates authentic research activities into the high school curriculum. It provides empirical evidence demonstrating RBL’s effectiveness in enhancing students’ research capabilities, scientific inquiry skills, and interest in STEM careers. However, it also identifies gaps in the literature related to the development of research attitudes and competencies in high school students, underscoring the need for further research. A substantial portion of the chapter focuses on multidisciplinary research experiences, with a particular emphasis on the Chemistry-Based High School Research Experience (CHSRE) program. This program is highlighted as a model for implementing RCT, showcasing how multidisciplinary research not only develops students’ research skills but also cultivates a growth mindset and resilience, which are essential for long-term commitment to STEM careers. The chapter concludes by discussing the role of near-peer mentoring in supporting cognitive and social development within research settings. It reviews evidence showing that near-peer mentoring positively impacts mentees’ academic and social outcomes. Overall, this chapter provides a comprehensive overview of how dynamic, real-world research experiences can revolutionize RCT, equipping pre-university students for successful academic and professional paths in research-intensive fields.

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.

The formation of research skills among students is one of the main tasks of modern higher education. A future teacher must possess research skills, demonstrate critical and analytical thinking, facilitate the development of students' research competence, and be able to identify a problem in the learning process and solve it using scientific methods. To develop these skills, it is necessary to organize training that requires the use of a research approach, taking into account factors that will maximize the students’ involvement in an active scientific research process. In this article, the authors attempt to identify the most significant factors contributing to the development of students' research competence, such as mentorship, the presence of prior research experience, awareness of the importance of scientific activity, understanding its practical relevance for future professional work, as well as personal research interest. The survey results showed that, despite the existing interest in scientific research work, students often do not participate in it due to various subjective and objective circumstances. This gives reason to believe that when organizing scientific work at the university, namely in the process of forming students’ research competence, it is necessary to take into account the above-mentioned characteristics. To study this problem, a review of domestic and foreign psychological and pedagogical literature on the research topic was done, as well as empirical (survey) and statistical methods of analysis (Pearson’s χ2 test, Cramer’s V) were used. Based on the results obtained, the authors developed recommendations for engaging students in research activities through specially organized events, a system of financial incentives for students, and the implementation of practice-oriented learning.

In contemporary higher education, independent learning has become a central component of student-centered pedagogical models. The increasing emphasis on research competence, critical thinking, and self-directed inquiry requires new approaches to organizing independent learning, particularly in research-oriented disciplines. The course “Research Methodology” plays a crucial role in shaping students’ scientific thinking and research skills, making the effective organization of independent learning within this course especially significant. This article examines the pedagogical features of organizing independent learning in the course “Research Methodology.” The study analyzes how independent learning contributes to the development of students’ research competence, methodological awareness, and scientific creativity. Based on theoretical analysis and pedagogical research, the paper identifies key pedagogical conditions and instructional strategies that enhance the effectiveness of independent learning in research methodology education. The findings highlight the importance of structured guidance, reflective tasks, and integrative learning activities in fostering students’ independent research activity. Keywords: Independent Learning; Research Methodology; Higher Education; Research Competence; Self-Directed Learning; Pedagogical Conditions; Scientific Thinking.

The acquisition of digital and research competencies for educating university students is a requirement that is becoming more relevant given the demands of today’s society. However, learning methodologies used by professors seem to be detached from reality, preventing the development of applicable learning, as well as the acquisition of those skills necessary in the twenty-first century. The main objective of the research is to analyze the Lean Startup method as a learning methodology in the creation of digital and research competencies in students from the UNED Costa Rica during the development of the course: Mixed Methods Research (MMR). The sample consisted of 531 individuals, teachers and students from different degrees of the School of Education from the UNED who took the course during the years 2015 to 2017. A mixed explanatory sequential design was used, with a theoretical part of an exploration of the method, a quantitative part (descriptive analysis and contrast of means) and another qualitative part by means of content analysis. The results showed the effectiveness of an innovative methodology such as Lean Startup in the development of digital and research skills, and the change of the teacher’s role in the teaching process.

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.

Background:The growing recognition of the need to incorporate scientific discoveries into healthcare decisions underscores an urgency for a robust physician-scientist workforce to advance translational research. Despite the correlation between medical students’ research engagement and their academic productivity and success, significant gaps remain in the scientific workforce exacerbated by the “leaky pipeline” phenomenon from medical school to academic medicine, where potential physician-scientists veer away from research careers.The purpose of this study was to assess the effectiveness of a structured mentored research program for enhancing medical students’ research competencies and sustaining their interest in research careers, thereby potentially enhancing the physician-scientist workforce.Methods:The Medical Student Research Program (MSRP) implemented at the University of California, Irvine (UCI) was designed to provide comprehensive research training and support to medical students through a series of structured lectures, mentorship by dedicated faculty, and administrative support for research activities. Students were surveyed upon enrollment and one year later to assess the change in research competencies from baseline to follow-up (paired samples t-test), students’ intent to use research in clinical practice (paired samples t-test), and their intent to conduct research in the future (McNemar’s test and McNemar Bowker test).Results:Preliminary evaluations indicated that the MSRP enhanced students’ research competencies and has the potential to enhance medical students’ research skills. However, similar to national trends, there was a decrease in students’ intentions to engage with research in their future clinical career.Conclusions:Our preliminary findings demonstrate MSRP students’ enhanced research competencies during the first year of the program. However, the decline in students’ intentions to engage in future research highlights the need for continued innovation in research training programs to sustain future intent to conduct research, in turn helping to address the “leaky pipeline” in the physician-scientist workforce. Future studies should focus on mid and long-term outcomes to fully assess research program impact on the physician-scientist pipeline and on integrating such programs more broadly into medical education.

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.

This study examined the relationship between teachers’ instructional strategies, learners’ research skills, and academic performance among 263 teachers in the Schools Division of Iloilo Province for School Year 2024–2025. It aimed to determine the extent of teachers’ instructional strategies in teaching research, assess learners’ research skills, evaluate learners’ academic performance, identify significant differences based on teacher profile variables, and examine the relationships among the variables. A descriptive-correlational research design was employed, utilizing a researcher-developed, expert-validated, and pilot-tested questionnaire. Data were analyzed using frequency, percentage, mean, t-test, ANOVA, and Pearson r correlation at a 0.05 level of significance. Results revealed that teachers’ instructional strategies were highly evident, learners’ research skills were rated high, and learners’ academic performance was also high. Significant differences were observed in instructional strategies and research skills when grouped according to educational attainment and teaching experience, while no significant differences were found when grouped by sex and specialization. Correlation analysis indicated positive and significant relationships among instructional strategies, learners’ research skills, and academic performance. The findings underscore the vital role of effective instructional strategies in enhancing learners’ research competencies and academic outcomes, highlighting the need to strengthen teacher professional development in research-based instruction.

Background: Critical thinking is an important thing possessed by the students as an order thinking skills which support independent and research-based learning for students. One attempt to fulfill the scientific learning process is conduct a project-based learning by taking into account the motivation and learning styles of students. This study aimed to identify the effect of project based learning, motivation, and visual, auditory and kinesthetic (VAK) learning styles on high school students’ critical thinking skills of the ecosystem topic. This research used quasi-experiment with 2x2x3 factorial design. Research was conducted on high school students in grade 10th in Jakarta as many as 348 students were taken by simple random sampling technique. Data was collected by a motivation and VAK learning style questionnaire and critical thinking skills test. Data was analyzed by General Linear Model Uni-variate ANOVA at α = 0.05. The whole group had a normal distributed and homogeneous data. The results showed that (1) there is the significant effect of the Project-based learning on students' critical thinking skills, (2) motivation affects students' critical thinking skills, (3) VAK learning style does not affect students' critical thinking skills, (4) the interaction between the two independent variables was fitted (learning models*motivation , learning models*VAK learning styles , and motivation * VAK learning style )and does not affect student’s critical thingking skills, and (5) interaction model of learning , motivation , and learning styles affect the students' critical thinking skills. Based on the results above, students’ critical thinking ability can be improved through the project-based learning by taking into several factors such as students’ motivation and learning styles.

The relevance of the study lies in the need to develop and implement effective pedagogical conditions and technologies for the formation of scientific and research competence in future specialists in physical culture and sports, which meet modern educational requirements and the real needs of the industry. This work aimed to theoretically substantiate, develop, and experimentally verify pedagogical conditions that ensure the effective development of scientific and research competence in students of the specialty 017 (A7) Physical Culture and Sports. To achieve the goal, theoretical methods (analysis, synthesis, generalisation), empirical methods (questionnaire, observation, pedagogical experiment), as well as methods of statistical data processing were used. The pedagogical experiment was conducted in 2023-2025 on the basis of the Faculty of Physical Education and Sports of the Poltava V.G. Korolenko National Pedagogical University with the participation of 156 applicants for the second (master's) level of higher education. In the control and experimental groups, the dynamics of the levels of formation of scientific and research competence were compared according to the specified criteria. It was established that the formation of scientific and research competence is one of the key conditions for the professional growth of a specialist and their readiness to implement innovations in the field of physical culture and sports. The results of the experimental study showed minor changes in the control group and significant growth in the experimental group: the high level increased from 8 to 31%, the sufficient level from 22 to 43%, while the share of students with average and low levels decreased by 21 and 23%, respectively. Such dynamics are a consequence of the implementation of a set of pedagogical conditions: integration of research tasks into the content of academic disciplines, application of project and research technologies, organisation of mentoring support, and reflective and evaluative support. The practical value of the work lies in the possibility of using the proposed approaches in the educational process of training physical culture specialists for the purposeful formation of their scientific and research competence.

This study aimed to assess the competency of Vietnamese EFL postgraduate students in research writing, particularly in information-seeking and source usage with the hope of providing valuable insights for instructors to enhance their guidance roles and help universities decide whether to prioritize research writing in their undergraduate and postgraduate training programs. The participants were 29 EFL postgraduate students from a university in Binh Duong province, Vietnam. A nine-item questionnaire and unstructured interviews were employed as the primary research instruments to evaluate these students' competence in research writing. The survey was conducted in two phases. First, the questionnaire survey was conducted directly in class, where detailed instructions were provided to guide students in completing the questionnaire. Subsequently, the researcher conducted unstructured interviews with students who demonstrated high competence in research writing, in order to ensure the validity and reliability of the quantitative data. The statistical results indicated that while most participants were partially capable of finding information and using sources, they faced challenges in evaluating sources, synthesizing information from multiple sources, and properly citing and referencing. To develop the Vietnamese EFL postgraduate students’ research writing competence, the study recommends that instructors should guide and support students in evaluating sources. Additionally, students should receive training in synthesizing information from multiple sources and in properly citing and referencing their work.

This research sought to characterize the real use of ICT and the promotion of its academic use among the students of the last high school cycle. To this end, this research conceptualized the use of ICT as a set of mediation tools involved in teaching-learning processes. In this way, e-competencies were delimited and classified so as to understand the co-association component as pedagogical action. From the qualitative approach, particularly by using the action-research method, the real uses of ICT were characterized according to the context of the population studied. Additionally, a pedagogical action was implemented. Two are the the main results of this study. The first one ¡s the divergence between the common notion about high school students as knowledgeable users of ICT and the real use of ICT made by them in their academic commitments. The second result ¡s the positive effect caused on the high school students when the use such technologies goes beyond the sole communicative sphere and the use of them takes place within the daily educational processes at the school. Deepening into their notion of ICT, the high school students found these technologies as useful tools to enrich their daily academic activities, as well as they established an integrative use of them both in school and work life. Likewise, the students identified the need to improve their teamwork and collaborative skills in conjunction with the ¡improvement of the skillful use of their technological devices.

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.