In the context of current educational reform in Kazakhstan, schools face the essential task of fostering students’ interest in learning while enhancing the quality of education. One of the most urgent goals is to move away from passive learning models and develop students' capacity for independent research, critical thinking, and self-reflection. This aligns with strategic national objectives, including the digital transformation of education, integration into global knowledge networks, and a renewed emphasis on scientific literacy and lifelong learning. These national trends reflect broader global challenges, where traditional methods often fall short of equipping students with the competencies needed for the 21st century.

To respond to these challenges, our research explores the effectiveness of project-based learning (PBL) as a pedagogical model for fostering research and critical thinking skills in secondary school students. The study was conducted within the framework of the International General Certificate of Secondary Education (IGCSE), where students are expected to develop skills such as formulating hypotheses, conducting practical investigations, and interpreting results. In our school’s context, these skills were not being fully realized through traditional instruction, prompting us to apply a structured PBL approach.

The main aim of this study is to investigate how the implementation of project-based learning influences students’ cognitive and academic development. Our research is guided by three key questions:

1. Does project-based learning contribute to the development of research and critical thinking skills among students?

2. What is the impact of PBL on students’ academic performance?

3. Are there measurable differences in learning outcomes between a control group taught through traditional methods and an experimental group engaged in PBL?

From a theoretical perspective, the study draws upon constructivist and experiential learning frameworks, which emphasize student agency, reflection, and the active construction of knowledge. As noted by Thomas (2000) and Bell (2010), PBL aligns with these frameworks by offering students the opportunity to explore real world issues through guided inquiry collaboration, and extended projects. This approach not only reinforces content learning but also enhances higher order thinking skills by integrating research design, evaluation, and presentation skills. In Kazakhstan, scholars such as Nurbavliyev and Sydykhov (2023) have emphasized the potential of PBL to transform passive learning into active problem solving, particularly in STEM fields.

In addition, this study is situated within the national and global discourse on educational innovation. Kazakhstan’s Presidential Address emphasizes the importance of introducing new teaching technologies and methods that promote intellectual development and professional readiness. Our research contributes to this agenda by evaluating how an alternative instructional strategy like PBL can raise students’ motivation, autonomy, and learning outcomes. While the research was conducted in a Kazakhstani school, the implications of the findings are relevant to other international settings where educators are seeking methods to bridge the gap between curriculum goals and student engagement. Thus, the study connects local innovation to the broader European and global movement toward more student centered, competency based education.

This study was conducted during the 2025–2026 academic year in a secondary school context, within the framework of an IGCSE-aligned curriculum. The research followed a quasi experimental design involving two student groups: a control group taught using traditional instructional methods and an experimental group taught using a project-based learning (PBL) approach. The study aimed to compare the impact of these two instructional models on students’ academic achievement, research competencies, and critical thinking abilities. In total, 42 students took part in the study. The control group consisted of 14 students who continued with conventional teaching practices. The experimental group comprised 28 students, further divided into four small teams of 3–4 members each. The PBL intervention was implemented over a period of four weeks. The project cycle followed a six-stage structure, designed to align with IGCSE learning outcomes and encourage inquiry-based, collaborative learning. 1. Topic selection: students chose project themes relevant to curriculum goals and societal issues. 2. Planning: teams developed a clear action plan and workflow for implementation. 3. Format determination: students selected how to present their findings (e.g., posters, presentations, models). 4. Data collection and analysis: information was gathered through practical tasks and student-led inquiry. 5. Evaluation and feedback: students received continuous feedback from peers and teachers. 6, Final presentation: projects were publicly defended, including a Q&A session. Clear assessment descriptors were provided in advance to guide both the process and the outcomes. In evaluating research skills, we focused on the students’ ability to formulate hypotheses, define variables, select appropriate research methods, analyze data, and draw evidence-based conclusions. For critical thinking, students were given tasks requiring evaluation, synthesis, and judgment. To assess academic performance, we analyzed term grades before and after the intervention. A t-test analysis was used to determine if statistically significant differences existed between the control and experimental groups. The method also integrated qualitative feedback through reflection tasks, allowing students to evaluate their own learning process and team collaboration. This comprehensive approach ensured that both cognitive outcomes and practical competencies were considered.

The results of the study revealed that while no significant differences were observed between the groups in the first academic term, the second term outcomes indicated clear benefits for students in the project-based learning (PBL) group. These students showed notable improvement not only in academic performance but also in their ability to think independently, analyze problems critically, and work collaboratively. Students in the experimental group demonstrated stronger skills in organizing and conducting research: they could form hypotheses, plan investigations, interpret results, and present findings with more clarity and confidence. Their learning was not limited to factual recall, it involved deeper comprehension, practical application, and personal engagement with the subject matter. These improvements were not only reflected in academic assessments but also in student feedback. Many expressed greater interest in learning, describing the PBL process as something “real” and “purposeful.” This shift in motivation is important, as it supports longer-term goals of developing independent learners who can navigate complex problems in real life. The findings of this research suggest that PBL can significantly enhance the quality of learning in secondary schools. In our context, it aligned well with Kazakhstan’s national education priorities, especially the push for learner-centered methodologies and development of functional literacy. More broadly, the results also contribute to ongoing European and international discussions about how to make education more engaging, relevant, and competency driven. We conclude that project-based learning is not merely an alternative method, but a strategic tool for improving both academic outcomes and key transversal skills. Its implementation should be expanded in general education settings, particularly in systems seeking to cultivate inquiry-based, future-ready learners.

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