Effectiveness of the integrated research skills development model (IRSDM) in higher education: a quasi-experimental study in Ukraine

The study aimed to determine the impact of the author's integrative model, combining Project-Based Learning, Inquiry-Based Learning, Research-Based Learning, and Digital Research Labs, on learners' research competence development. The study was implemented as a quasi-experiment, with control and experimental groups formed in a pre-test/post-test design. The total sample consisted of 248 students, divided into an experimental (n = 124) and a control (n = 124) group. The intervention lasted one semester (14 weeks) and included four consecutive modules aimed at developing skills in formulating a scientific problem, working with sources, and methodological literacy. The author's scale of research skills was used to assess the results. The results showed greater improvement in research skills in the experimental group than in the control group, confirming the effectiveness of the IRSDM model. The greatest positive changes were recorded in the components of research problem formulation, analytical thinking, and working with academic sources. The conclusions emphasize that the study's scientific novelty lies in the development and empirical testing of an integrative model. From a practical perspective, the proposed model can be adopted by higher education institutions seeking to modernize research training and enhance students’ readiness for academic and professional challenges.