Organization of scientific and research activities of higher education students in the context of modern educational technologies

Abstract

The article explores the theoretical and practical aspects of organizing research activities among higher education students in the context of modern educational technologies. It highlights that research activity is a key mechanism for developing critical thinking, as it involves not only the acquisition of new knowledge but also its verification, systematic analysis, and synthesis. The effectiveness of employing educational technologies such as group discussions, case studies, debates, game-based simulations, and flipped learning in facilitating research work is substantiated. The study analyzes international experience in organizing student research in universities across the USA, Canada, and Western Europe, where particular emphasis is placed on the integration of theory and practice and the use of interactive methods that foster the development of students’own scientific perspectives. The article underscores that research activity plays a crucial role in individualizing the educational process and cultivating students' ability to conduct independent inquiry. It concludes that a well-organized research process is not only an effective means of developing professional competencies but also a vital tool in preparing specialists for lifelong self-directed learning.