Abstract
This study examines the effectiveness of Action Learning (AL) in fostering undergraduate students’ research interest in higher education. A mixed-methods approach was employed, combining quantitative pre-test and post-test data with qualitative evidence from observations and student reflections. The findings indicate that students in the experimental group who participated in Action Learning demonstrated significantly higher levels of research interest compared to those in the control group. Quantitative results showed a clear shift from lower to higher levels of research interest, particularly among first- and third-year students. In contrast, the control group exhibited only minor changes. Qualitative analysis revealed that reflective questioning, peer collaboration, and a supportive learning environment were key factors contributing to increased motivation and engagement. Students reported enhanced confidence, curiosity, and active participation in research-related activities, including independent study and academic writing. The study contributes to the literature on Action Learning in higher education by providing empirical evidence of its impact on students’ research interest. It also offers practical implications for educators seeking to design research-oriented learning environments.