Abstract
Continuous reforms in the field of education, focused on the introduction of innovative technologies, create significant difficulties for higher education institutions in the context of the effective development of students' research competence. This problem is particularly acute in interdisciplinary courses such as physico-chemical analysis methods, where students must not only master complex theoretical concepts, but also develop practical laboratory skills, analytical thinking and the ability to solve real scientific problems independently.
The purpose of this study is to bridge the gap between theory and practice in higher education chemistry courses by introducing an integrated educational model aimed at developing students' research skills and learning activities. To solve the tasks set, a new pedagogical strategy has been developed and tested. This strategy describes the combination of a case method with basic project management tools in a mixed learning format. The main objective was to combine theory and practice more effectively and actively involve students in the learning process. The authors used and analyzed mixed methods combining theoretical analysis with quasi-experimental pedagogical intervention to study the effectiveness of an integrated learning model in developing students' research competence in the field of physico-chemical analysis methods. The authors conducted a diagnostic assessment of students' research competence in order to determine the basic levels of motivation.
The model is implemented at the undergraduate level in chemistry courses, mainly in the discipline "Physico-chemical methods of analysis". Students worked in small groups with real scientific cases and completed project tasks, including planning experiments and presenting results. Their learning experience and research skills are assessed before and after the implementation of the model through questionnaires, classroom observations, and analysis of project reports. The results show a marked improvement in the ability to formulate research questions, develop experimental plans, and work with data. In addition, students demonstrated a deeper understanding of physico-chemical analysis methods and greater confidence in applying theoretical knowledge in the laboratory.