The practical application of author-developed program “Fundamentals of Political Science” is considered crucial in modernizing the content of educational curriculum and implementing innovative processes while taking into account students’ psycho-emotional well-being. It originated from the need to hone students’ ability not only to perceive the information, but to process, interpret, and make logical decisions. Preceding allows students to analyze the problem by comparing various sources, be acknowledged about terms in official records, and approaching the topic from different perspectives when writing an argumentative essay. Furthermore, fostering personalized learning, study incentives, and responsibility, the author-designed program provides thorough preparation for external summative assessment in accordance with the Cambridge A Level program.

Research question: How does the use of an author-designed program affect students’ learning motivation and iterative research skills?

            Research objective - To identify the innovative opportunities arising from the systematic implementation of an author-designed program in the learning process, cognitive engagement, and analytical, creative thinking skills.

            Research tasks: to examine the theoretical and practical foundations of a personal-experience-based, author-designed program; to analyze it by comparing it with modern teaching concepts (inquiry-based learning, student agency) and to integrate it with the action research approach; to plan lessons based on an author-designed program in accordance with the research context; to define learning objectives and expected results; to build a system of problem-based and inquiry-based tasks to integrate it step-by-step into the learning process; to prepare practical recommendations for enhancing the teaching process by analyzing findings and identifying the benefits of an author-designed program.

             Expected results: Lessons based on an author-designed program ensures enhanced iterative research skills(questioning, hypothesis formulation, investigation, analysis, conclusion, and reflection), increasing students’ engagement. Moreover, students learn how to express ideas freely, analyze data, provide evidence-based arguments, and produce creative solutions. The research findings also enable teachers to use the author-designed programs efficiently in practice and to deepen their professional reflection.

            Within the global teaching approach examined in the study, the author-designed program implemented in the United Kingdom focuses on problem-oriented questions and encourages students to formulate hypotheses, seek evidence, and analyze information, thereby developing research logic and analytical thinking. In the OECD Learning Compass 2030, student agency, broad competencies, and lifelong learning are highlighted as key values in education. This concept allows an author-designed program to be regarded as a theoretical foundation for implementing learner-centered, innovative, and competency-based iterative research skills. Consequently, the educational process supports students in developing an individual learning trajectory, formulating questions, scrutinizing data, and applying the knowledge obtained in real-life situations.  This, in turn, contributes to the enhancement of students’critical and creative thinking, independent decision-making, and responsibility for learning outcomes. In “The Action Research Planner” by Kemmis and McTaggart, action research is considered a research approach aimed for teachers’ professional practice. The authors proposed a methodological framework that enables the systematic analysis of changes in the teaching and learning process through the “plan–act–observe–reflect” cycle and supports the development of teachers’ professional reflection. As demonstrated in this work, during the planning stage, the content of the author-developed program was defined, and the research objectives and expected outcomes were clearly identified. During the action stage, lessons based on the author-developed program were implemented in the instructional process, incorporating student-centered tasks and interaction-based instructional approaches. In the observation stage, students’ engagement, motivation, and demonstration of cognitive skills in the learning process were systematically monitored. At the reflection stage, the collected data were analyzed, and the strengths and limitations of the author-developed program were identified. The results of reflection formed the basis for improving subsequent instructional activities, and the Action Research cycle continued iteratively.

The author-designed program was built as a 34-hour elective course in Kazakh history and geography subjects for 11th graders. It was developed with consideration of students’ needs, as students in two subjects were required to take external summative assessments in accordance with the Cambridge A-Level curriculum; therefore, an application and registration form for selecting the elective course was filled. During the 2023-2024 academic year it was implemented in grade 11 at the NIS of Shymkent. During data collection for study, according to Action Research practice, a mixed-methods approach incorporating both quantitative and qualitative methods were employed. Systematic observation, writings for students’ and teachers’ self-reflection, students’ learning tasks, and their creative works made during classes served as the primary data source.Students’ classroom engagement, expression of ideas, participation in discussions, and task completion levels were recorded using observation checklists. In addition, short questionnaires were administered at the beginning and end of the study to examine students’ learning motivation and their perceptions of the author-designed program. Students’ written and oral responses, as well as the outcomes of group work, were treated as research data and subjected to comparative analysis. To enhance the credibility of the study, the collected data were verified through multiple data sources, and a triangulation approach was applied. During the study, the relationship between high levels of learning quality in classes taught by teachers who systematically implemented the author-designed program and students’ academic achievement was analyzed. An analysis of interviews conducted with teachers working with classes where learning quality exceeded 90% revealed that the enhancement of students’ intrinsic motivation, personal responsibility, and conscious organisation of learning activities was identified as a key factor influencing learning outcomes. These internal factors were found to be closely aligned with the content of the author-designed program. At the same time, the research findings do not diminish the significance of external factors, particularly the teacher’s professional influence.Especially, in lessons based on the author-designed program, teachers’ provision of consistent, clear, and timely feedback on learning tasks emerged as an important mechanism for strengthening students’ intrinsic motivation. In interviews conducted in classes with comparatively lower learning quality, insufficient consistency of feedback and limited focus on developing students’ skills were noticed; in contrast, in higher-performing classes, teachers regarded feedback as a core component of the teaching process. To enhance the validity of the findings, the questionnaire and interview questions were designed to be thematically aligned and mutually reinforcing.

The practical impact of the author-designed program on the learning process was examined, with attention given to changes in lesson structure, students' active participation, their ability to express their thoughts freely, and their skills in expressing opinions. Moreover, the study enabled the development of the teacher's professional reflection and the refinement of the methods and techniques used in lessons. During the study, a significant portion of the students who participated in the survey emphasized the importance of independent preparation, effective time management, and systematic work with errors for achieving academic success. Responses to open-ended questions particularly highlighted the need to develop skills in reasoning, analysis, and expressing one's own opinions. One of the effective methods used in the study was the comprehensive analysis of quantitative and qualitative data. The synthesis of the survey, interview, and analysis results from the study proved that the proprietary program provides new opportunities for implementing innovative teaching processes and improving student learning quality. Notably, in the 2024–2025 academic year, the class demonstrated a 100% pass rate on external summative assessments with 11 A's and 93% with 11 D's. This demonstrates the program's effectiveness, as the majority of graduates won scholarships to the Law and International Law faculties. This indicates that the author-designed program was successful.

1.Kemmis, S., McTaggart, R., & Nixon, R. The Action Research Planner: Doing Critical Participatory Action Research. Springer, 2014. 2.Kemmis, S., McTaggart, R., & Retallick, J. (Eds.). The Action Research Planner (2nd ed. rev.). Aga Khan University, IED, 2004. 3.OECD. The OECD Learning Compass 2030. (framework overview). 4.OECD. Student Agency for 2030 (Concept Note). 2019. 5.McTaggart, R. Participatory Action Research. – State University of New York Press. Hattie, J. Visible Learning for Teachers. – Routledge, 2012. 6. Bell, T., Smetana, L., Binns, I. Simplifying Inquiry Instruction. – NSTA Press. 7.Hmelo-Silver, C. E. Problem-Based Learning. – Educational Psychology Review. 8.Regulatory document concerning the implementation of the updated secondary education curriculum / renewed education program in the Republic of Kazakhstan (Adilet).