Methodological Foundations For Organizing Research Activities In Higher Education
DOI:
https://doi.org/10.55640/eijp-05-10-05Keywords:
Higher education, research-based learning, methodology, supervisionAbstract
This article elaborates a comprehensive methodological framework for organizing research activities in higher education, positioning student and early-career research as a core driver of learning quality, institutional innovation, and national knowledge economies. Building on classic and contemporary scholarship about research-based learning, the paper synthesizes epistemological, pedagogical, organizational, and ethical pillars into an integrated model that aligns curriculum design, supervision, infrastructure, and assessment. The “R-AIM” model (Readiness, Activities, Integration, Measurement) is advanced as an implementable scaffold for universities. The Discussion clarifies how supervision cultures, digital research infrastructures, and inclusive participation interact to produce cumulative gains in student competencies, staff development, and institutional reputation. The paper concludes with practical implications for curriculum leaders and research managers, emphasizing alignment between learning outcomes and research outputs, the need for reliable assessment rubrics for undergraduate and graduate research, and the centrality of integrity and open science practices.
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Copyright (c) 2025 Xosilova Farida Rustamjanovna
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