Abstract
The expansion of digital educational environments (DEEs) has transformed not only learning content, but also the organization of the educational process, pedagogical interaction, and approaches to evidence-based practice. This article examines the effectiveness of integrating reflective, communicative, and research competencies into a unified learning cycle (reflection → communication → research) within DEEs. The study aimed to identify the theoretical and methodological foundations of this integrated pedagogical approach and describe the conditions required for effective competency development. The sample comprised 66 students: 34 in the experimental group and 32 in the control group. A quasi-experimental pretest–posttest design was employed. The experimental group used rubrics and assessment criteria embedded in the learning management system, systematic teacher and peer feedback, and structured forums and chats requiring the formal recording of conclusions. Mini-surveys were also conducted according to the established cycle throughout the intervention. Empirical data included reflective entries from electronic portfolios, online discussion texts, mini-research reports, and digital traces. The data were analysed through content-categorical analysis and the calculation of proportional indicators. The findings showed substantial increases in productive reflection, evidence-based communication, and completion of the mini-research cycle in the experimental group, whereas changes in the control group remained limited. The results indicate that competency development depends not on the number of digital tools, but on the quality of their integration into a coherent, purposeful educational strategy. The study concludes with practical recommendations for the design, evaluation, and further improvement of instructional tasks.