In contemporary history education, increasing attention is paid to developing students’ research skills, including critical source analysis, formulation of research questions, and evidence-based reasoning. International educational discourse emphasizes inquiry-based and student-centred approaches as effective alternatives to traditional fact-based instruction, particularly in secondary education. Within this context, the case study method is viewed as a pedagogical approach that situates learning within authentic, complex historical problems and encourages active student engagement.

At Nazarbayev Intellectual Schools (NIS), inquiry-based learning constitutes a core instructional principle aimed at fostering students’ independent thinking, analytical reasoning, and collaborative problem-solving skills. The Grade 9 World History curriculum provides rich opportunities for implementing case study methods through topics such as World War I, the collapse of empires, the Versailles–Washington system, and socio-political transformations in Western societies. These topics allow students to work with diverse historical sources and to engage in structured historical inquiry.

The main research problem addressed in this study is how the case study method can be used to develop research skills in Grade 9 World History students. The study seeks to explore the pedagogical potential of case-based learning when combined with structured source evaluation tools in classroom practice.

The study is guided by the following research questions:

1. How does the case study method support Grade 9 students’ ability to analyse historical sources critically?

2. In what ways does engagement with case study activities influence students’ capacity to formulate focused research questions?

3. How does the case study method contribute to students’ construction of evidence-based historical arguments?

The primary aim of the study is to examine the role of the case study method in fostering key research competencies among secondary school students in history lessons. By analysing classroom practices and students’ engagement with historical inquiry, the study aims to identify instructional strategies that effectively support the development of transferable research skills.

This research contributes to the broader international discussion on developing students’ research competencies through inquiry-based approaches in secondary education. While much of the existing literature addresses case studies in higher education, fewer studies focus on their systematic application in school-level history education within non-Western contexts. By examining classroom practices in Nazarbayev Intellectual Schools, this study provides insights relevant to international audiences interested in comparative education, curriculum design, and inquiry-based pedagogy.

The theoretical framework of the study is grounded in constructivist and social constructivist learning theories. Constructivist perspectives emphasise that learners actively construct knowledge through interaction with content and reflective thinking (Piaget, 1970), while social constructivism highlights the role of social interaction, scaffolding, and collaborative learning within the Zone of Proximal Development (Vygotsky, 1978). In history education, these theoretical perspectives align with research on historical thinking, which underscores the importance of source analysis, contextualisation, and evidence-based reasoning as core components of disciplinary learning (Wineburg, 2001; Seixas, 2006). Within this framework, the case study method is understood as a pedagogical approach that situates learning in meaningful historical contexts, encouraging students to analyse multiple sources, evaluate competing interpretations, and collaboratively construct historical explanations. The study assumes that structured scaffolding tools embedded within case study activities can support students’ progression from guided inquiry toward more independent research practices.

This study adopts a qualitative research design to explore how the case study method supports the development of research skills among Grade 9 World History students. A qualitative approach was selected as it allows for an in-depth examination of classroom practices, student engagement, and the processes through which research competencies are developed within authentic educational settings. The research was conducted at a Nazarbayev Intellectual School during the first term of the academic year. The participants included 32 Grade 9 students and six subject teachers, comprising three history teachers and three geography teachers, who formed the research group. Students worked collaboratively in small groups during case study activities, enabling peer interaction and collective inquiry. Teachers facilitated learning by providing structured guidance and scaffolding throughout the research process. Case studies were designed in alignment with the Grade 9 World History curriculum and focused on key historical topics, including World War I and the collapse of the Austro-Hungarian, Russian, and Ottoman empires, the Versailles–Washington system and post-war political stability, and socio-political developments in Western societies. These case studies required students to analyse primary and secondary historical sources, formulate research questions, and construct evidence-based interpretations. To support students’ inquiry, structured source evaluation tools were integrated into the case study activities. These included sourcing analysis guides, contextualisation checklists, close reading frameworks, corroboration matrices, and a case study evaluation rubric. The use of these tools aimed to scaffold students’ analytical thinking and gradually promote greater independence in historical inquiry. Data were collected using multiple qualitative methods. Classroom observations were conducted to examine student participation, collaboration, and engagement during case study activities. Students’ learning artefacts, including presentations, written reports, annotated sources, and visual materials, were analysed to assess the development of research skills. In addition, semi-structured interviews with participating teachers were conducted to capture professional reflections on the effectiveness of the case study approach and the interdisciplinary collaboration between history and geography teachers. Data analysis was carried out using thematic analysis, following the principles outlined by Braun and Clarke. Observational notes, student work, and interview transcripts were coded inductively to identify recurring patterns related to students’ source analysis, question formulation, and evidence-based reasoning. Triangulation of data sources enhanced the credibility of the findings and allowed for a comprehensive understanding of how case study methods contribute to the development of research skills in history education.

This study is expected to demonstrate that the systematic use of the case study method, supported by structured source evaluation tools, contributes to the development of Grade 9 students’ research skills in history education. In particular, the findings are anticipated to show improvements in students’ ability to critically analyse historical sources, formulate focused and meaningful research questions, and construct evidence-based historical arguments. The study is also expected to highlight the importance of scaffolding in inquiry-based learning. The integration of structured tools within case study activities is likely to support students’ transition from teacher-guided inquiry to more independent research practices. Through repeated engagement with authentic historical problems, students are expected to develop greater confidence in evaluating sources, synthesising information, and justifying interpretations using evidence. From a pedagogical perspective, the study is expected to provide insights into how collaborative learning and interdisciplinary cooperation between history and geography teachers can enhance students’ engagement and analytical thinking. The involvement of teachers from different subject areas is anticipated to enrich the learning process by supporting the transfer of research skills across disciplinary contexts. In terms of originality, this research contributes to the limited body of studies examining the application of case study methods in school-level history education within non-Western educational contexts. By focusing on classroom practices in Nazarbayev Intellectual Schools, the study offers empirical insights relevant to international discussions on inquiry-based pedagogy and research skill development in secondary education. The expected outcomes of the study have practical implications for teachers, curriculum designers, and school leaders. The findings may inform the design of history and social science lessons that aim to develop students’ research competencies through structured inquiry. In addition, the study may support the wider implementation of case-based and interdisciplinary approaches in secondary education, contributing to the development of transferable skills essential for academic success and lifelong learning.

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