Abstract
The study examines the role of independent work in enhancing the genetic knowledge of third-year biology students within a multilingual education setting. Conducted at Abai Kazakh National Pedagogical University, the research involved 164 biology teacher candidates. A quasi-experimental design with pre-test and post-test measures was employed to compare the effectiveness of various independent work methods in control and experimental groups. The findings reveal that independent work significantly improves students' understanding of genetics, particularly when supplemented with technology and project-based learning. However, students faced challenges due to limited resources in their native languages. The study concludes that independent work, guided by appropriate pedagogical strategies, is essential for developing genetic knowledge in a multilingual context. The implications for educators include the need for tailored resources and enhanced lecturer guidance in independent work.