TAM Report | Kyrgyzstan | Research-based learning

GENERAL INFORMATION

TAM title: Research-Based Learning: Strengthening the links between research and teaching in the curricula 

Type of Event: Seminar

Modality: Hybrid

Location: ADAM University, Bishkek

Country: Kyrgyzstan

Dates: 11-12 March 2024

Participants: Forty participants attended the event - faculty staff and university administrators from higher education institutions across Kyrgyzstan, primarily instructors actively engaged in teaching and curriculum development.

THEMES COVERED

• Research-Based Learning (RBL).
• Strengthening the connection between teaching and research, particularly at the undergraduate level.
• Models of implementation of RBL.
• Student workload and wellbeing.

KEY OUTCOMES

During the workshop, participants:

• Gained a deeper understanding of research-based learning in HEIs and its role in improving the quality and relevance of higher education.
• Acquired new tools, skills, and methodological approaches for integrating research into teaching, enhancing both student engagement and institutional innovation.

OVERVIEW

The two-day seminar introduced participants to the principles of research-based learning, drawing on European experiences and models from Humboldt University. Through presentations and discussions, the experts illustrated how integrating research into curricula fosters critical thinking, analytical skills, and practical knowledge among students.

The event promoted awareness and understanding of RBL as a pedagogical approach that bridges teaching and research. Participants explored how to adapt these practices within their own institutions, considering local contexts and challenges. The sessions emphasised the importance of involving undergraduate students in research activities, demonstrating how such engagement contributes to developing problem-solving abilities and academic excellence. 

The seminar concluded by underlining the broader institutional and policy relevance of RBL in strengthening the quality and innovation capacity of higher education in Kyrgyzstan. The discussions highlighted the need for national strategies to embed research-based learning in teaching practices, enhance staff capacity, and align higher education with international standards of research and innovation.

THE FOLLOW UP ACTIVITY

Title of the activity: Research-Based Education: Best practices and strategies for implementation in higher education institutions

Dates: 13 March 2024

Audience: A total of 36 participants (7 men and 29 women) from 14 universities in Kyrgyzstan attended the seminar.

Description: The seminar provided a dynamic platform to introduce the concept of research-based education, share international best practices, and explore implementation strategies tailored to the context of higher education in Kyrgyzstan. The event played a key role in raising awareness of research-based education as an essential element of academic quality and institutional development. Through presentations and open discussions, participants examined how integrating research into teaching can enhance student learning, foster critical thinking, and strengthen the overall relevance of higher education.

Furthermore, the seminar facilitated collaboration among key stakeholders, creating momentum for policy development and institutional reforms aimed at embedding research practices into university curricula. The dialogue set the stage for aligning Kyrgyz higher education with international standards, supporting a more dynamic, innovative, and research-oriented academic environment.

ENHANCING IMPACT: PROPOSED NEXT STEPS

• Faculty Development: Provide regular training to help educators apply research-based and innovative teaching methods.
• Policy Integration: Embed research-based learning into national and institutional education strategies.
• Capacity and Resources: Invest in research infrastructure, funding, and digital tools for staff and students.
• Collaboration: Strengthen partnerships between universities, industry, and research institutions.
• Future Skills: Integrate transversal and future-oriented skills into curricula without increasing workload.
• Recognition and Incentives: Reward innovation in teaching and support institutional mechanisms for excellence.
• Student Engagement: Encourage and acknowledge student participation in research and innovation activities.

RESOURCES AND BACKGROUND MATERIAL

• Brew, A. (2010). RBL Decision-Making Wheel. Graphic (online).
• Healey, M., and Jenkins, A. (2005). Institutional Strategies to Link Research and Teaching. York: Higher Education Academy.
• Huber, L. (2014). Forschungsbasiertes, Forschungsorientiertes, Forschendes Lernen: Alles Dasselbe? Hochschule und Wissenschaftsmanagement (HSW), 1+2/2014, 22–29.
• Huet, I. (2017). Research-Based Education as a Model to Change the Teaching and Learning Environment in STEM Disciplines. European Journal of Engineering Education, 43(5), 725–740.
• Mieg, H. (ed.) (2019). Inquiry-Based Learning – Undergraduate Research. Springer Open Access.
• Mieg, H., et al. (eds.) (2022). The Cambridge Handbook of Undergraduate Research. Cambridge University Press Open Access.
• Rueß, J., Gess, C., and Deicke, W. (2016). Forschendes Lernen und Forschungsbezogene Lehre – Empirisch Gestützte Systematisierung des Forschungsbezugs Hochschulischer Lehre. Zeitschrift für Hochschulentwicklung (ZfHE), 11(2), 23–44.
• Sonntag, M., et al. (2016). Forschendes Lernen im Seminar: Ein Leitfaden für Lehrende. Berlin: Humboldt-Universität.
• Wessels, I., Gess, C., and Deicke, W. (2019). Competence Development through Inquiry-Based Learning? In: Mieg, H. (ed.), Inquiry-Based Learning – Undergraduate Research. Springer Open Access, 59–69.