Formation of Research Competence in Future Educators: a Philosophical and Scientific approach

Abstract

Abstract: The aim of the article is to provide a theoretical rationale and practical outline for development of research competence among bachelor’s degree students majoring in Primary Education and Preschool Education through the integration of philosophical foundations and the methodology of scientific inquiry into the educational process. The authors emphasize the necessity of combining worldview formation with the practical acquisition of research skills. Methods. The study employed a set of theoretical methods, including the analysis of regulatory and legal documents, comparative analysis of scientific sources, generalization of pedagogical experience, modeling of educational situations, and structural-logical representation of learning activities in the form of tables. Results. The role of philosophy is substantiated as a source of reflective thinking and humanistic interpretation of pedagogical reality. Content-based pathways for developing research competence have been designed within the courses “Philosophy” and “Fundamentals of Scientific Research”, particularly through gnoseological analysis, formulation of research questions, modeling of educational cases, and mastering methods of data collection and analysis. Tables with expected learning outcomes are presented, demonstrating an interdisciplinary approach to the training of future educators. Conclusions. The study emphasizes that effective development of research competence requires the integration of philosophical thinking culture, methodological literacy, and professional standards. The rationale for combining philosophical reflection on pedagogical issues with practical research implementation is substantiated. This approach fosters the development of professional autonomy, academic integrity, and the innovative potential of future educators. Keywords: research competence, philosophy, fundamentals of scientific research, professional training, interdisciplinary approach, academic integrity.