Аңдатпа
Introduction This study examines how a structured digital pedagogical design supports the development of research competence among primary school students in Kazakhstan. Research competence is understood as an age-appropriate ability to formulate questions, work with information, organize evidence, use digital tools purposefully, and present simple inquiry-based conclusions. Methods The study used a quasi-experimental non-equivalent control group pretest–post-test design with 118 Grade 3–4 students: 59 in the control group and 59 in the experimental group. The experimental group participated in a nine-week digitally supported inquiry intervention, while the control group followed regular instruction. Data were collected through a diagnostic test, a student questionnaire, an analytic rubric for digital research products, and teacher interviews. Results The experimental group showed a substantial increase in research competence from pretest to post-test, from 2.39 to 3.27 on a four-point scale, t(58) = 7.18, p < .001, Cohen's dz = 0.94, 95% CI [0.63, 1.13], whereas the control group showed only a small non-significant gain. Motivational indicators also increased more strongly in the experimental group: interest in research activity rose from 38% to 71%, confidence in using digital resources from 42% to 76%, and perceived usefulness of digital technologies from 41% to 69%. Rubric assessment showed a higher proportion of advanced digital research products in the experimental group than in the control group, χ ²(2, N = 118) = 17.19, p < .001, Cramer's V = .38. Discussion The findings suggest that digital technologies may support research competence when they are embedded in guided inquiry, teacher mediation, formative feedback, and aligned assessment, rather than used as separate technical tools. Urban and rural/small-rural subgroups both improved under the intervention, although contextual differences remained.