THE ROLE OF RESEARCH-BASED LEARNING IN HIGHER EDUCATION INSTITUTIONS
##semicolon##
research-based learning, higher education, inquiry-based education, student engagement, curriculum innovation, academic research, teaching strategies##article.abstract##
Research-based learning has become an essential approach in higher education institutions, promoting deeper understanding, critical thinking, and independent inquiry among students. By integrating research activities into the curriculum, universities encourage learners to engage actively with knowledge production rather than passively absorbing information. This method fosters analytical skills, creativity, and a sense of academic ownership, preparing students for professional and academic careers. Research-based learning also strengthens the connection between teaching and scholarly activity, enriching the overall educational
experience for both students and faculty. As global demands for innovation and evidence-based decision-making grow, higher education institutions must prioritize research-led pedagogies to cultivate adaptable, skilled graduates. This article explores
the significance, benefits, and challenges of implementing research-based learning and suggests strategies for effective integration into various academic programs.
##submission.citations##
[1] Brew, A. (2006). Research and teaching: Beyond the divide. Palgrave Macmillan.
https://doi.org/10.1007/978-1-137-11364-4
[2] Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry.
The
Higher
Education Academy. https://www.advance-he.ac.uk/knowledge
hub/developing-undergraduate-research-and-inquiry [3] Healey, M. (2005). Linking research and teaching to benefit student learning.
Journal
Geography
in
Higher
Education,
29(2),
183–201.
https://doi.org/10.1080/03098260500130387
[4] Hodge, D. C., LePore, P. C., Pasquesi, K., & Hirsh, M. (2008). From inquiry to
discovery: Developing the student as scholar in a networked world. In R. L. B. C.
Werder & M. B. Wise (Eds.), Engaging students in the learning process (pp. 3–11).
Jossey-Bass. https://doi.org/10.1002/ir.263
[5] Levy, P., & Petrulis, R. (2012). How do first-year university students experience
inquiry and research, and what are the implications for the practice of inquiry-based
learning?
Studies
in
Higher
Education,
37(1),
85–101.
https://doi.org/10.1080/03075079.2010.499166
[6] Lewin, T. (2010, January 20). If your kids are awake, they’re probably online. The
New York Times. https://www.nytimes.com/2010/01/20/education/20wired.html
[7] Perez-Pena, R. (2013, January 16). A rising call to promote STEM education and
cut
liberal
arts
funding.
The
New
York
Times.
https://www.nytimes.com/2013/01/18/education/obama-and-business-leaders-push
stem-education.html
[8] Berrett, D. (2012, February 5). How 'flipping' the classroom can improve the
traditional
lecture.
The
Chronicle
of
Higher
Education.
https://www.chronicle.com/article/how-flipping-the-classroom-can-improve-the
traditional-lecture/
[9] Selingo, J. J. (2014, March 10). The future of the degree: Rethinking credentials.
The Chronicle of Higher Education. https://www.chronicle.com/
[10] Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen
the links between teaching and disciplinary research? Studies in Higher Education,
35(6), 723–740. https://doi.org/10.1080/03075070903315502
