Аннотация
This study examines the effectiveness of an integrated project-based learning (PjBL) and inquiry-based learning (IBL) framework in enhancing research competencies and laboratory literacy among undergraduate chemistry students in Kazakhstan. Traditional laboratory instruction in the region remains predominantly procedural, offering limited opportunities for authentic scientific inquiry. To bridge this gap, a research-oriented instructional module was implemented with 18 2nd-year chemistry students using a mixed-methods design grounded in constructivist learning theory. Over a 6 weeks analytical chemistry laboratory program, participants engaged in hypothesis formulation, experimental planning, ultraviolet spectrophotometric analysis of caffeine content in coffee, data interpretation, and presentation of findings. Research skill development was evaluated using pre- and post-intervention surveys, structured questionnaires, and a five-point analytical rubric assessing six dimensions: literature review, hypothesis formulation, experimental execution, statistical data processing, scientific report writing, and oral presentation. Statistical analyses showed significant improvements across all dimensions (paired t-test, p < 0.05), with normalized gain (N-Gain) values ranging from 0.48 to 0.61, indicating moderate to high learning gains. The largest improvement was recorded in scientific report writing (mean increase of 1.76 points; 85.6% relative gain). Qualitative feedback further revealed strengthened inquiry skills, increased independence, improved collaborative problem-solving, and greater confidence in scientific communication. Overall, the findings demonstrate that integrating PjBL and IBL substantially enhances students’ research competence and analytical capabilities. The proposed instructional model provides a scalable and replicable framework for fostering active learning and preparing research-oriented graduates in higher STEM education.