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THE ROLE OF RESEARCH-ORIENTED LEARNING IN
UNDERGRADUATE EDUCATION AT HIGHER INSTITUTIONS
PhD. Sabina Rus amo a
Aze baijan Uni e si y o Language
Sabina. us emo a.87@inbox. u
Abs ac : The a icle examines he impo ance and ole o esea ch-o ien ed
lea ning in unde g adua e educa ion. In he mode n educa ion sys em, esea ch-
o ien ed lea ning is p esen ed as a key mechanism ha de elops s uden s’ analy ical
hinking, c ea i i y, and independen decision-making skills. The pedagogical
p inciples o esea ch-o ien ed lea ning, i s implemen a ion mechanisms, and i s
e ec i eness in he eaching p ocess a e analyzed om a scien i ic and pedagogical
pe spec i e.
Keywo ds: esea ch-o ien ed lea ning, unde g adua e educa ion, highe
educa ion, scien i ic ac i i y, independen lea ning
In he e a o globaliza ion, he highe educa ion sys em is no longe limi ed o he
ansmission o knowledge bu also se es he o ma ion o a esea ch cul u e. In
mode n imes, he main goal o unde g adua e educa ion is o de elop s uden s’ c i ical
and c ea i e hinking abili ies as well as hei scien i ic and cogni i e skills.
In his ega d, esea ch-o ien ed lea ning plays an impo an ole in he
mode niza ion o highe educa ion. The esea ch-o ien ed lea ning model ans o ms
he s uden om a passi e lis ene in o an ac i e esea che . This app oach de elops
s uden s’ abili ies o o mula e scien i ic ques ions, sol e p oblems, and d aw
conclusions (Kolb, 1984).
Resea ch-o ien ed lea ning is a o m o ins uc ion aimed a de eloping s uden s’
skills in scien i ic inqui y, hypo hesis o ma ion, easoning, and jus i ica ion o hei
ideas wi hin he lea ning p ocess. This model is based on he p inciple o “lea ning
h ough inqui y.”
Acco ding o John Dewey’s heo y o expe ien ial lea ning, a pe son can
unde s and wha hey lea n only h ough p ac ical ac i i y and esea ch. In his sense,
esea ch-o ien ed lea ning is bo h a p ocess o knowledge acquisi ion and he
de elopmen o a cul u e o hinking.
The main pedagogical p inciples o his app oach a e as ollows:
1. Ac i e lea ning and e lec ion: he s uden ac i ely pa icipa es in he
lea ning p ocess and analyzes esul s;
2. Collabo a ion and in e ac i i y: lea ning deepens h ough g oup esea ch
and discussion;
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3. In e disciplina y in eg a ion: he combina ion o di e en scien i ic ields
enhances c ea i i y;
4. Fo ma ion o esea ch cul u e: he s uden mas e s and applies scien i ic
me hodology.
The main unc ion o esea ch-o ien ed lea ning in highe educa ion is o o m
s uden s’ scien i ic way o hinking. This c ea es a ounda ion o hei independen
decision-making in u u e scien i ic and p o essional ac i i ies.
The ole o esea ch o ien ed lea ning in unde g adua e p epa a ion mani es s
i sel in he ollowing aspec s:
1. De elopmen o scien i ic and cogni i e skills: s uden s lea n o iden i y
p oblems, o mula e hypo heses, and p esen esea ch indings.
2. Fo ma ion o c ea i e and c i ical hinking: s uden s no only acqui e ac s
bu also analyze, compa e, and d aw new conclusions.
3. Enhancemen o mo i a ion: esea ch-o ien ed lea ning makes he
lea ning p ocess meaning ul and engaging.
4. Fo ma ion o p o essional independence: s uden s lea n o apply scien i ic
app oaches o eal-wo ld p oblems.
The “S a egy o he De elopmen o Highe Educa ion in he Republic o
Aze baijan (2019–2030)” also emphasizes ha he de elopmen o esea ch-o ien ed
hinking and inno a ion skills among s uden s is one o he p io i y di ec ions o highe
educa ion policy.
Resea ch-o ien ed lea ning can be implemen ed in a ious o ms:
P ojec -based lea ning: s uden s p epa e speci ic esea ch p ojec s ela ed
o hei cou ses.
P oblem-based lea ning: scien i ic p oblem-sol ing is explo ed h ough
eal-li e si ua ions.
Scien i ic clubs and semina s: s uden s gain expe ience by independen ly
making academic p esen a ions.
Resea ch pape s and cou se p ojec s: conside ed as he ini ial s ages o
scien i ic ac i i y a he unde g adua e le el.
The pu pose o hese me hods is o shi he s uden ’s lea ning om a passi e o
an ac i e phase. Expe ience shows ha such app oaches inc ease s uden s’ sel -
con idence, in e es in esea ch, and sense o esponsibili y.
Obse a ions in g oups whe e esea ch-o ien ed lea ning was applied show ha
s uden s:
sol e c i ical hinking asks mo e easily;
pa icipa e mo e ac i ely in scien i ic wo k;
apply in e disciplina y knowledge o p ac ical p oblems.
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These indings demons a e ha ROL is a key mechanism o imp o ing he
quali y and sus ainabili y o educa ion in highe ins i u ions.
Resea ch-o ien ed lea ning is a s a egic di ec ion o mode n highe educa ion.
This model ans o ms unde g adua e s uden s om me e knowledge ecei e s in o
scien i ically hinking, explo ing, and inno a i e indi iduals.
As a esul o implemen ing ROL, s uden s’ sel -educa ion, c i ical hinking, and
c ea i e abili ies de elop, con ibu ing signi ican ly o he s eng hening o he na ion’s
scien i ic and in ellec ual po en ial.
Re e ences
1. Dewey, J. (1938). Expe ience and Educa ion. New Yo k: Macmillan.
2. Kolb, D. (1984). Expe ien ial Lea ning: Expe ience as he Sou ce o Lea ning
and De elopmen . Englewood Cli s: P en ice Hall.
3. Ha ie, J., & Donoghue, G. (2016). Lea ning s a egies: A syn hesis and
concep ual model. Re iew o Educa ional Resea ch, 86(2), 455–479.
4. Minis y o Educa ion o he Republic o Aze baijan. (2019). S a egy o he
De elopmen o Highe Educa ion in he Republic o Aze baijan (2019–2030).
5. Quliye , M. (2020). Me hodology o Resea ch-O ien ed Lea ning in Highe
Educa ion. Baku: ADPU P ess.
