Socio-economic changes in modern society place high demands on graduates for an education system capable of independent decision-making, a creative approach to problem solving and continuous self-development. The rapid growth of information flows makes it difficult for students to navigate knowledge, understand scientific achievements and meaningfully apply what they have learned. In this context, one of the main goals of general secondary education is to develop students' ability to identify problems and find non-standard solutions, which requires a purposeful organization of research activities in the educational process.

In pedagogical theory and practice (Shchukina, 1986), concepts such as research-based learning, research-based teaching methods, and student research activities are widely used. However, these notions are often interpreted inconsistently, which limits their practical effectiveness. At the same time, the predominance of reproductive teaching methods continues to limit the development potential of school education.

Despite the recognition of the importance of research activities, a number of contradictions remain: between the increased demand for research training and insufficient theoretical justification of its educational potential; between teachers' understanding of the need to organize research activities and the lack of methodological (Ukropova, 2023)support for its implementation; and between attempts to introduce research activities at different school stages and the absence of a systematic approach to their organization.

The analysis of existing research (Tyaglova,2003; Slastenin, et all, 2004; Xonnazarova, 2023) demonstrates that, although theoretical prerequisites have been created for organizing students' research work, the educational potential of such activities and the principles of their systematic implementation at all levels of school education have not yet been sufficiently studied. In this regard, the subject of this study is defined as research work in the educational and cognitive activities of schoolchildren.

The purpose of the article is to develop the theoretical foundations and experimental substantiation of the model of organizing scientific and research activities of students in the school system.

Theoretical background

The research activity of students is considered as a specific form of educational and cognitive activity aimed at the independent search for subjective new knowledge. Unlike scientific research aimed at achieving new objective results, students' research activities are aimed at developing a research position in relation to the world around them, other people and themselves. In this sense, research activity acts as a universal way of cognizing reality and as a means of personal development in a dynamically changing educational environment.

Theoretical perspectives in the works of Obukhov, 2004; Fethiye, 2009; Rahmouni and Aleid, 2020 make it possible to consider research activity not merely as a means of acquiring knowledge, but as a multifaceted process that fosters the development of students` abilities to identify problems, formulate hypotheses, anticipate outcomes, interpret result, and reflect on their own actions. Within this framework, research activity encompasses cognitive, practical, creative, and communicative dimensions, which together contribute to the formation of students` individual personal growth.

Functions of Students' Research Activity. Within the educational process, research activity fulfills a range of interconnected functions that shape its pedagogical value. Among them, reflexive function plays a significant role, as it is expressed in students` ability to comprehend and evaluate their accumulated experience, including cognitive, practical, creative, and social dimensions. Reflection allows students to evaluate their actions, regulate their behavior and review their previous experiences when they encounter problems. Within the framework of research activities, reflection becomes a mechanism for understanding successes and failures, personal achievements and ways of self-development.

The motivational function determines the nature of students' learning motivation and supports their orientation towards self-development and self-improvement. Research activities increase intrinsic motivation to learn, stimulate intellectual initiative, and stimulate the development of high-level thinking skills. The interaction of cognitive interest and generalized research skills contributes to the sustainable development of motivation and learning effectiveness.

The worldview function is associated with the development of an integrated scientific understanding of the world, as well as the incorporation of ethical values and principles into students` personal experience. Engagement in research activities enables learners to progress from direct sensory perception toward abstract thinking, ultimately leading to a more profound comprehension of social, natural, and cultural processes. This function supports the development of stable beliefs, value orientations, and conscious approaches to knowledge.

The cognitive function of research activity (Lamanauskas, et al., 2020; Cao, et al., 2017) is manifested in the independent assimilation of new knowledge, the activation of mental activity, and the updating of existing knowledge. Research activities contribute to the development of cognitive interests, creativity, and critical thinking, allowing students to analyze information, summarize results, and evaluate their significance in personal and educational growth.

The orientation function provides students with the ability to set goals, plan actions, evaluate results, and regulate their activities. By participating (Ramnarain, 2014; Ekici and Erdem, 2020;Kurbanova, 2023) in the research, students develop an understanding of the relationship between goals, available resources, and expected results, which contributes to the formation of self-regulation, responsibility, and readiness for future professional and social life.

The Structure of Research Activities. The structure of students' research activities is understood as an interconnected system of components, the interaction of which ensures the realization of its educational potential (Alipina, et al.,2025).

The value-objective component reflects students' motivation to engage in research and their ability to set meaningful goals. This component determines the direction of research actions and the conscious perception of research goals.

The intellectual and creative component characterizes the ability of students to work with information, apply their knowledge, and form new ideas. It manifests itself in the flexibility of thinking, originality of solutions, and the ability to adapt knowledge to new conditions.

The operational component is related to the formation of research skills, including analysis, comparison, generalization, identification of cause-effect relationships, planning of research procedures. These skills enable students to act independently and purposefully in various research contexts.

The evaluative component of academic performance is connected with students` capacity to determine how well research procedures and outcomes meet established criteria, as well as to reflect on their own actions and introduce appropriate modifications when necessary. Evaluation and monitoring functions support self-criticism, objectivity and awareness of personal progress.

The interaction of all four components ensures the integrity of the research activity and supports its leading function – reflection. Changing one component affects the development of others and forms a dynamic system aimed at personal and educational growth.

Age-Related Features of Research Activities. The age characteristics of students at various levels of general secondary education determine the content, forms and methods of organizing research activities. Although research activities at all stages contribute to the development of similar personal qualities, the degree of independence, the complexity of tasks, and the scope of application vary depending on the age and level of knowledge of students.

At the initial level, research activities are closely related to the content of the discipline and are characterized by short-term projects carried out under the guidance of a teacher. In junior high school, research tasks become practice-oriented and interdisciplinary, with an emphasis on communication and collaboration (Tukiyo et al., 2024;Kong, 2025). At the pre-professional and profile-oriented stages, research activity acquires greater independence, social significance, and professional orientation, culminating in the preparation of students for independent research work.

The age-related features of students` research activities are summarized in Table 1.

Thus, research activity serves as a systemic educational phenomenon that combines the cognitive, motivational, value-oriented and operational aspects of students and underlies their self-realization and lifelong learning.

The study used a longitudinal pedagogical experiment conducted in the context of natural education in the general secondary education system. The design of the study is aimed at substantiating and verifying the model of organizing research work of students at various stages of school education, combining theoretical analysis with empirical methods. A three-year period experimental work consisted of consecutive stages that reflected the step-by-step development of students` research activity.

The study involved students from grades 1 to 11, as well as teachers participating in the educational process.The study covered all levels of general secondary education: primary, incomplete secondary, pre-professional and specialized. Teachers working in the respective classrooms acted as specialists in diagnostic procedures. Based on a sequence of expert assessments, a representative sample of students was developed.

The experimental work was organized into four interrelated stages:

1. Information and Evaluation Stage – focused on diagnosing the current level of research activity within the school environment, clarifying how it is perceived by participants, and identifying their readiness to engage in its implementation.

2. Fragmentary-Technological Stage – involved organizing previously isolated elements of research practice into a coherent system and fostering the development of basic inquiry and exploratory skills.

3. Sequental-Technological Stage – directed toward developing students` preparedness for independent research by consistently integrating a research-oriented approach into the teaching process.

4. Creative-Technological Stage – emphasized the innovative use and further development of research methods, alongside strengthening students` autonomy and self-regulation in carrying out research activities.

To ensure the reliability and validity of the results, a set of qualitative and quantitative methods was used:

The diagnosis of students' research activities was carried out on the basis of a system of criteria and indicators corresponding to the structural components of research activities: value-oriented, intellectual-creative, operational and performance assessment. The diagnostic complex included an expert assessment, psychological and pedagogical tests, and repeated observations conducted at the beginning and at the end of the experimental work.

The diagnose the improvement of students` research activities, we have identified the following criteria and indicators (table 2)

The diagnostic tools applied at different stages of the study are shown in Table 3.

The collected data was processed using comparative analysis, which made it possible to identify changes in the levels of research activity of students at different stages of school education. Quantitative indicators were analyzed in dynamics, and qualitative data were interpreted to identify trends in the development of motivation, independence, and reflective skills.

The experimental work, covering each stages of general secondary education, was carried out over a three-year period. The dynamics of students` research activity were assessed using diagnostic tools applied both at the beginning and at the end of the study.

The baseline diagnostics demonstrated a clear predominance of low levels of research competence across all educational stages. In primary school, 81% of students were classified at a low level, 13% at an intermediate level, and only 6% at a high level. Among students in grades 5-7, low-level indicators accounted for 66%, while 16% and 18% dcorresponded to intermediate and high levels, respectively. In pre-profile classes, the distribution was more balanced: 42% of students demonstrated a low level, 28% an intermediate level, and 30% a high level. In specialized (profile-oriented) classes, 25% of students were identified at a low level, 32% at an intermediate level, and 43% at a high level.

Following the implementation of the model for structuring research activity, a statistically meaningful positive shift was observed in the distribution of competence levels. In primary education, the proportion of students at a low level decreased to 76%, accompanied by an increase in the intermediate level to 18%; while the share high-level students remained unchanged at 6%. In grades 5-7, the proportion of low-level indicators declined to 46%, whereas the intermediate level increased substantially to 36%, with the high level remaining stable at 18%. In the pre-profile classes, the percentage of students at a low level decreased to 22%, while the intermediate and high levels rose to 38% and 40%, respectively. In specialized classes, the proportion of low-level students was reduced to 10%, while both intermediate and high levels converged at 40%. Additionally, a distinct subgroup (10%) demonstrated an advanced level of research competence, exceeding the previously established high-level criteria.

The dynamics of changes in students’ research activity levels before and after the experiment are illustrated in Figure 1.

Diagnostics based on the structural components of research activity-value-purpose, intellectual-creative, operational, and performance-evaluation-indicated consistent positive changes in motivation, independence, reflexive abilities, and research skills in all age groups. Monitoring, expert assessment and standardized diagnostic tools have confirmed the reliability of the recorded dynamics.

The findings demonstrate the effectiveness of the proposed model in supporting the progressive development of students' research skills and enhancing their preparedness for independent learning and cognitive activity across different levels of general secondary education.

The longitudinal pedagogical study findings provide evidence for the effectiveness of a phased model for organizing students' research activities within the system of general secondary education. The positive dynamics observed at all levels of education indicates that research activities with systematic integration into the educational process can function as a sustainable mechanism for the development of cognitive independence, motivation and reflective abilities of students.

The decrease in the proportion of students with low research activity and, consequently, an increase in the average and high levels show that the gradual complication of research tasks plays a crucial role in the formation of research competencies. The results of this study are consistent with modern research showing the importance of students' independent and search-oriented activities for the development of their cognitive activity, reflexive skills and learning independence. Recent research highlights that structured research tasks are gradually combined with supports, contributing to students' willingness to learn independently and solve problems in various educational contexts (Uiterwijk-Luijk, et al., 2019;Hmelo-Silver, et al., 2007). In particular, data from multilingual educational institutions show that independent and scientifically based learning activities enhance students' ability to work with complex content and promote the development of higher-level thinking skills (Junussova et al., 2024). These results confirm the idea that research activities serve as an effective mechanism for academic and personal development when they are systematically organized and adapted to the age characteristics of students.

The effectiveness of the proposed model can be explained by its correspondence to the age characteristics and developmental needs of students. At the initial level, structural and managerial research tasks supported the formation of skills and motivation for initial research. The introduction of partial search and interdisciplinary tasks in the lower middle and pre-professional periods contributed to the development of communication skills, independence, and responsibility. The increased independence of students during the profile-oriented period and the participation of external experts contributed to the transition to more advanced types of research activities and professional self-determination.

The results also indicate the role of students' research activities in strengthening their motivation to learn and their orientation towards self-development. Improving the skills of reflexive and self-regulation indicates that research activities contribute not only to academic results, but also to the formation of broader personal qualities necessary for successful adaptation in a rapidly changing social and educational environment (Amri & Ekaningsih, 2018).

Despite the positive results, several limitations of the study should be recognized. The study was conducted in a specific educational context, which may limit the generalization of the results. Thus, Qatar's reliance on expert assessments and observation methods, while justified by research objectives, may introduce a degree of subjectivity. Future research may expand the sample size, cover multiple areas, and use additional digital tools to further validate the proposed model.

In general, the discussion of the conclusions indicates that the systematic organization of students' research activities, based on a well-defined theoretical basis and carried out through successive stages, is an effective way to increase the educational and developmental potential of the educational process at school.

The purpose of this study was to substantiate the theoretical foundations and test the model of organizing students' research activities in the general secondary education system. The findings indicate that research activity represents a fundamental element of students` educational and cognitive engagement, contributing to the development of independent thinking, creativity, reflective abilities, and learning motivation.

The study demonstrates that its pedagogical potential is revealed through the interaction of motivational, cognitive, worldview, reflexive, and orientational mechanisms, which collectively support both personal and intellectual growth. The staged model proposed in the study establishes conditions for the gradual development of research competencies and enhances students` readiness to independently address tasks at different levels of school education.

The practical significance of the research lies in the possibility of applying a model developed to improve the effectiveness of the educational process in general education schools. The systematic organization of research activities and the gradual complication of research tasks contribute to improving the effectiveness of education and prepare students to solve complex, non-standard educational and life situations. Future research may focus on expanding the empirical base and adapting the model to different educational contexts.

Conflict of interests

The authors declare no conflict of interest.

Author Contributions

Conceptualization, J.S.; methodology, Zh.K.; software, J.R.; formal analysis J.S. and Zh.K.; writing-original draft preparation A.D.; writing-review and editing, J.S., Zh.K., A.D.; Data curation A.D.; Formal analysis J.S. and A.D.; Funding acquisition J.S. and Zh.K.; Investigation J.R. and M.A.; Project adminis-tration Zh.K. and J.R.; Resources M.A.; Supervision Zh.K., A.D. and M.A.; Validation J.S.; Visualization J.R.

All authors have read and agreed to the published version of the manuscript.

Funding

This research was conducted on the basis of the Abai University Rector`s grant, Order No. 05-04/329 dated 14.05.2024 under the financing of the project No. 0124RKI0392 "Development of research skills of students on the basis of botanical local history".

Data Availability Statement

The data supporting the findings of this study are available from the corresponding author upon reasonable request.