Currently, special education teacher training programs do not focus enough on research abilities, even though these skills are crucial for success in the field. Aspiring educators are expected not only to tailor teaching methods to meet students’ individual needs but also to develop new research-based strategies to improve the learning experience effectively. Research competence entails proficiency in scientific analysis methods, the ability to critically evaluate pedagogical practices, conduct empirical research, and implement innovative teaching strategies. In this regard, the issue of improving the training system for special education teachers becomes particularly relevant, emphasizing the need for effective methods to develop their research skills during higher education. The reform of teacher education in Central Asian countries has not established proper structures for research training for future teachers. The situation is most critical in special education because future specialists need to base their non-standard decisions on scientific research data rather than methodological templates. The absence of permanent systems to develop students’ research abilities restricts their career advancement and their ability to adapt to the fast-changing, inclusive educational environment. When research competence development receives insufficient attention, teachers develop a superficial professional understanding and weak evidence-based teaching skills, as well as poor abilities to analyze educational situations. The quality of the educational process and social integration of children with special needs will suffer because of such unpreparedness in an inclusive learning environment, which demands individualized approaches to each case. According to the definition of the Organization for Economic Cooperation and Development (OECD), research competence includes the ability to formulate problems, develop and test hypotheses, select and apply adequate analysis methods, and critically interpret data in the context of educational practice. In a broader sense, it encompasses both reflection skills and readiness for continuous professional development through research activities.

An analysis of scientific literature (Shulman, 1986; Cochran-Smith and Lytle, 2009; Zeichner, 2010; Ball et al., 2008) indicates that integrating a research culture into teacher education fosters the development of critical thinking, analytical skills, and the ability to independently study educational issues. Research confirms that teachers with well-developed research competence adapt more effectively to changes in the educational environment, apply innovative teaching methods, and demonstrate a high level of professional reflection. However, despite the importance of this aspect, it remains underdeveloped in the domestic system of special education teacher training. Most higher education programs primarily focus on transmitting subject knowledge while paying insufficient attention to equipping students with the methodological foundations of research. This creates a need for the implementation of new educational technologies and organizational models that promote the integration of research activities into professional training.

The object of the study was the educational process in higher education institutions aimed at developing research competence among students of special education. Based on the identified problem, the purpose of the study was to develop and test methods that contribute to the effective enhancement of research competence in future special education teachers within the framework of university education. To achieve this goal, the following tasks were formulated in the study:

Based on this objective, the research hypothesis was formulated as follows: the integration of specialized educational courses and scientific clubs into the training program for special education teachers contributes to the improvement of their research competence. This enhancement is reflected in the development of skills related to the analysis of pedagogical data, the ability to conduct independent research, and the design of innovative teaching methodologies.

During the phase of the research project, questionnaires and assessments were carried out with students to evaluate their research skills at the outset and pinpoint any obstacles they faced in understanding research methods. The survey’s goal was to investigate how students feel about engaging in research activities and their motivation levels based on their past involvement in scientific research work. They also underwent assessments to gauge their understanding of research techniques, proficiency in data analysis, and capacity to implement methods in settings.

Table 2 demonstrates the survey included 10 questions divided into four areas: motivation and outlook, on research work experience with sources, confidence in applying research techniques, and expectations from training in this field analysis of the survey findings showed that 73% of students showed interest in scientific research activities; however, only 28% felt secure in utilizing basic pedagogical research methods; moreover s over 68% of participants highlighted challenges with data interpretation and writing scientific papers indicating a lack of adequate training, in research tasks.

The examination aimed to evaluate students’ understanding of research techniques and their capability in interpreting data, along with their competency in developing hypotheses. A set of 20 inquiries was administered, covering four areas, including the groundwork of educational research strategies for gathering and analyzing data, handling scientific references, and drawing conclusions. The mean score among participants in the control group was 58.3%, while among those in the experimental group, it was 57.8%, displaying no variations between the two groups (p > 0.05). The findings suggest that initially, both sets of students had levels of research training but lacked a grasp of research methodology overall, which emphasizes the necessity for more enhancements in this domain.

Table 3 presents the specific questions used in the “Students’ Research Training” test, highlighting key research competencies assessed during the evaluation.

Additionally, an analysis of students’ academic papers, including coursework and research essays, was conducted to assess their ability to independently formulate research problems, correctly select methodologies, and critically analyze data (Figures 2, 3). An expert evaluation of 60 randomly selected papers revealed that only 25% of students correctly applied research methods, whereas 68% of the papers were purely descriptive, and 72% of students failed to justify their choice of methodological approaches. The key identified issues included weak hypothesis formulation, difficulties in data interpretation, and a lack of a systematic approach to literature analysis.

Thus, the diagnostic stage of the study, which is illustrated in Figure 4, allowed for the assessment of students’ initial level of research competence and the identification of key gaps in their training. The obtained results confirmed the need for the purposeful integration of specialized courses into the educational process, aimed at developing research skills and enhancing practice-oriented research activities in the training of special education teachers. Based on the identified issues, educational strategies were developed and implemented in the experimental group, including the elective course “Research Competencies in Special Education” and students’ participation in the Young Scientists Club. These measures were designed to address the identified challenges and improve students’ research competence, which became the main focus of the subsequent formative stage of the study.

In the experimental group, the formative stage included two key educational strategies: the elective course “Research Competencies in Special Education” and participation in the Young Scientists Club.

The elective course consisted of 10 modules covering essential aspects of scientific research, including:

Table 4 outlines the modules included in the elective course “Research Competencies in Special Education,” highlighting the main educational components designed to enhance students’ research skills.

Students not only studied theoretical concepts but also conducted their own mini-research projects. For instance, one hands-on assignment in the course required carrying out a survey among educators at education schools and interpreting the gathered information using techniques. Moreover, a Young Scientists Club was set up to allow students to delve deeper into research endeavors. As part of the club activities, students worked on research projects, took part in symposiums, and examined recent studies in the special education domain. During their meetings and at the club’s sessions, one topic they delved into was “Utilizing Digital Tools for Teaching Special Needs Children.” In this initiative, tasks involved gathering data and examining studies, along with hands-on testing of learning resources. (Table 5).

The chart outlines an overview of the activities planned for the educational approaches initiated in the initial phase of the research project—specifically focusing on the elective class “Research Skills, in Special Education” and the Young Scientists Club initiative. Within the elective course activity agenda stands an assignment tailored to enhance students’ abilities in crafting data-gathering instruments and interpreting findings effectively. Throughout this task, within the elective course structure itself, students are tasked with defining a research dilemma, developing a survey aimed at educators within specialized education institutions, administering the survey, and scrutinizing the gathered data. This assignment not only improves students’ proficiency in research methods but also nurtures their critical analysis skills and ability to organize information systematically. The next activity in the Young Scientists Club focuses on applying knowledge in real-world scenarios by carrying out a research project that involves reviewing scientific papers and interviewing educators to compile methodological suggestions based on the gathered data. This project fosters the growth of research and analytical capabilities while also teaching students how to apply discoveries within educational settings.

Each assignment involves defined phases of execution to promote the advancement of research abilities in students. The assessment standards utilized enable an assessment of the quality of task execution, ensuring that the efficiency of these assignments is evident and replicable. Therefore, these assignments do not enhance vocational competencies but also immerse students in genuine research practices, equipping aspiring special education educators for critical and inventive engagements within their chosen profession (Table 6).

The initial findings showed an enhancement in research skills among the participants in the group.

The data from Figure 5 demonstrates student interest in research activities throughout the course duration. The initial research interest of 73% of participants grew to 78% after they finished the elective course and joined the Young Researcher Club. The students’ confidence in using research methods showed substantial growth from 28% at the start to 71% at the end of the study. The percentage of students who faced challenges with data analysis and scientific paper writing decreased from 68 to 32%. The indicators show positive development of research skills and attitudes because of the implemented pedagogical intervention.

The examination of the outcomes demonstrated in Figure 6, from both the control and experimental groups, shows variations in how they approach their research education following the formative period.

During the assessment phase of the study conducted on students’ research competence levels in two groups – control and experimental – it was found that both groups had average test scores at around 58 59%. Following their involvement in the course and the Young Scientists Club activities afterward, the experimental group displayed an enhancement in their scores, averaging 82% while the control group’s scores only saw a slight rise, to about 63%. Implementing techniques significantly enhances students’ research skills compared to traditional learning methods that do not show similar advancements in progress.

To test the effectiveness of pedagogical intervention, a statistical analysis was performed using the Student’s t-test for independent samples. In the control group (n = 38), the average score on the final test was 63.2 with a standard deviation of 5.74. At the same time, the students of the experimental group (n = 43) who completed the course with the included research components showed significantly higher results, with an average score of 82.5 and a standard deviation of 6.02. The calculations showed a statistically significant difference between the groups: t(79) = 14.45, p < 0.0001.

The data obtained indicate that the inclusion of research practices in the educational program through an elective course and participation in a student scientific club has a significant impact on the formation of research competence in future special education teachers. These conclusions are confirmed both in the test results and in the qualitative assessment by experts and student questionnaires (see Figures 6, 7). These conclusions are supported by feedback collected through surveys. Testing at points during the study revealed that incorporating research skills into the curriculum via optional classes and academic clubs proves to be a valuable method in equipping aspiring professionals in special education for their future roles.

The analysis shown in Figure 8 shows an improvement in the quality of students’ research assignments after the formative stage. At the diagnostic stage, only 25% of the participants demonstrated a confident command of research methods, while the majority (68%) used a predominantly descriptive approach without in-depth application of scientific methods. In addition, 72% of students had difficulty justifying the choice of research strategies, which indicated a lack of preparation for research tasks.

After completing the elective course “Research Skills in Special Education” and participating in the Young Researcher Club, the proportion of students successfully applying research methods increased to 67%. At the same time, the number of descriptive papers decreased to 30%, and the proportion of projects without methodological justification decreased to 22%. These data indicate a significant increase in students’ research competence as a result of pedagogical intervention.

The findings of this study demonstrate that implementing a specialized academic course combined with student research club activities significantly enhances students’ research competencies. A comparative analysis of the results obtained by control and experimental groups during the formative stage strongly supports this hypothesis (see Figure 7).

After processing and analyzing the collected data, a notable difference emerged between the final scores of the control and experimental groups. The average final test score in the control group was 61.03%, while the experimental group achieved a significantly higher average of 84.7%. Additionally, the variance within each group was relatively low, with a standard deviation being 1.16 in the control group and 2.89 in the experimental group. This indicates that improvements in research skills in the experimental group were consistent and systematic rather than attributed solely to individual student achievements. To confirm the statistical significance of the differences identified, an independent samples Student’s t-test was performed. The calculated t-value was −41.62 with a significance level of p < 0.001, clearly indicating a statistically significant advantage for the experimental group over the control group. Therefore, it can be confidently concluded that the improvement observed in the experimental group was not accidental. Moreover, the data distribution was checked for normality using the Shapiro–Wilk test. The control group yielded a p-value of 0.00018, suggesting a significant deviation from normal distribution, whereas the experimental group demonstrated a normal distribution with a p-value of 0.305. Despite the deviation from normality in the control group, the sizes of both groups were sufficiently large to justify the use of parametric statistical methods, which were applied in this study.

The purpose of this study was to develop and test methods that promote the development of research competence in future special education teachers. The results clearly demonstrate that the integration of a specialized elective course and the active participation of students in a scientific club significantly increase the level of research skills and motivation for scientific activity. The research objectives, including the analysis of theoretical approaches to research competence, the creation of a learning model, and its empirical verification, were successfully completed. In particular, the experimental group showed significant improvements compared to the control group in both the test results and the expert assessment of the work performed. The hypothesis that incorporating research components into the educational process contributes to the development of students’ skills in analyzing pedagogical data, conducting independent research, and designing innovative methods has been convincingly confirmed. This is reflected in an increase in the level of theoretical training and practical competence of the participants in the experiment. The research question about the extent to which the purposeful inclusion of research elements through an elective course and a student science club contributes to the formation of research competence also received a positive answer. The results demonstrate that such integration is an effective strategy to improve the quality of training for future specialists. Such conclusions are consistent with the position of Darling-Hammond (2000), who emphasizes that the inclusion of research elements into the educational training of future teachers develops their analytical thinking and reflexivity. Ball et al. (2008) emphasize that the successful development of research competence is possible only if methodological foundations are combined with meaningful training. Our data are also consistent with the results of Toquero (2021), where it is noted that the use of the action research methodology contributes to the deeper development of research skills among students of pedagogical fields. Furthermore, the results of the study have the potential to be applied in a broader international context. Despite the fact that the experiment was conducted in the conditions of Kazakhstani universities, the concept of integrating elective courses and scientific clubs for developing research competence can be adapted to the educational systems of other countries. This model helps future teachers develop not only theoretical knowledge but also practical skills necessary for successful work in an inclusive education environment and constant changes in teaching practice.

The analysis of foreign studies shows that the active involvement of students in research activities through specially organized programs is a universal mechanism for improving the quality of teaching staff training. Thus, the proposed model can become the basis for the creation of effective methods in the training of special education teachers in various educational systems, considering their cultural and institutional characteristics.

The study produced positive findings, but researchers need to acknowledge several constraints in this research. The experiment took place at two universities in Kazakhstan, which restricts the ability to apply the results to educational institutions with unique conditions and programs. The study lacked a mechanism to track research competency stability over time, which makes it challenging to evaluate how the duration of pedagogical intervention affects students. Future research should focus on increasing sample size by including universities with diverse educational profiles while performing longitudinal studies to evaluate the extended impact of integrated learning models on special education teacher professional development.

The study findings confirm that integrating the elective course with science club activities helps future special education teachers develop their research competencies. The experimental group showed significant advancement in both theoretical knowledge and practical research competencies, as well as critical thinking abilities. The findings indicate that educational research components help students become more independent and motivated, which serves as a vital base for teacher training in modern educational environments.

Future research needs to explore this model’s implementation across multiple educational systems while performing prolonged assessments of its effectiveness. The Study on how research competence impacts the professional success of graduates continues to be an essential area for investigation.