ORIGINAL RESEARCH article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1610757
Features of the Development of Research Competence in Future Special Education Teachers Methods for Developing Research Competence in Future Special Education Teachers
Provisionally accepted
- 1Abai University, Almaty, Kazakhstan
- 2Kazakh National Women's Teacher Training University, Almaty, Kazakhstan
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Introduction: Developing research competence is essential for future special education teachers to effectively analyze educational practices, conduct pedagogical research, and innovate teaching strategies for children with special educational needs. This study aimed to examine methods to enhance research skills among students in special education programs at universities in Kazakhstan. Results: The experimental group exhibited statistically significant improvements (p <0.01) compared to the control group in their ability to identify research questions, select appropriate methodologies, analyze data, and apply scientific approaches to practical tasks. Post-intervention assessments indicated that research skills in the experimental group improved markedly (average scores increased from 57.41% to 82.37%). Additionally, students reported higher motivation and confidence in using research methods. Discussion: The results confirm that integrating targeted educational interventions, combining theoretical coursework and practical research experiences, effectively enhances research competence in future special education teachers. The elective course and participation in the academic club created conditions conducive to active learning and independent research practice. These findings support broader adoption of structured research-based curricula within special education teacher training programs to cultivate critical thinking and evidence-based pedagogical skills.
Keywords: Research competence, special education teachers, Pedagogical research, Professional Development, higher education, Elective course, Kazakhstan
Received: 12 Apr 2025; Accepted: 08 Aug 2025.
Copyright: © 2025 Yerzhanova, Autayeva, Mazhinov, Iralina and Nishanbayeva. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Sabira Nishanbayeva, Abai University, Almaty, Kazakhstan
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