are research skills important

What are research skills?

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26 April 2023

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Broadly, it includes a range of talents required to:

Find useful information

Perform critical analysis

Form hypotheses

Solve problems

It also includes processes such as time management, communication, and reporting skills to achieve those ends.

Research requires a blend of conceptual and detail-oriented modes of thinking. It tests one's ability to transition between subjective motivations and objective assessments to ensure only correct data fits into a meaningfully useful framework.

As countless fields increasingly rely on data management and analysis, polishing your research skills is an important, near-universal way to improve your potential of getting hired and advancing in your career.

Make research less tedious

Dovetail streamlines research to help you uncover and share actionable insights

What are basic research skills?

Almost any research involves some proportion of the following fundamental skills:

Organization

Decision-making

Investigation and analysis

Creative thinking

What are primary research skills?

The following are some of the most universally important research skills that will help you in a wide range of positions:

Time management — From planning and organization to task prioritization and deadline management, time-management skills are highly in-demand workplace skills.

Problem-solving — Identifying issues, their causes, and key solutions are another essential suite of research skills.

Critical thinking — The ability to make connections between data points with clear reasoning is essential to navigate data and extract what's useful towards the original objective.

Communication — In any collaborative environment, team-building and active listening will help researchers convey findings more effectively through data summarizations and report writing.

What are the most important skills in research?

Detail-oriented procedures are essential to research, which allow researchers and their audience to probe deeper into a subject and make connections they otherwise may have missed with generic overviews.

Maintaining priorities is also essential so that details fit within an overarching strategy. Lastly, decision-making is crucial because that's the only way research is translated into meaningful action.

• Why are research skills important?

Good research skills are crucial to learning more about a subject, then using that knowledge to improve an organization's capabilities. Synthesizing that research and conveying it clearly is also important, as employees seek to share useful insights and inspire effective actions.

Effective research skills are essential for those seeking to:

Analyze their target market

Investigate industry trends

Identify customer needs

Detect obstacles

Find solutions to those obstacles

Develop new products or services

Develop new, adaptive ways to meet demands

Discover more efficient ways of acquiring or using resources

Why do we need research skills?

Businesses and individuals alike need research skills to clarify their role in the marketplace, which of course, requires clarity on the market in which they function in. High-quality research helps people stay better prepared for challenges by identifying key factors involved in their day-to-day operations, along with those that might play a significant role in future goals.

• Benefits of having research skills

Research skills increase the effectiveness of any role that's dependent on information. Both individually and organization-wide, good research simplifies what can otherwise be unwieldy amounts of data. It can help maintain order by organizing information and improving efficiency, both of which set the stage for improved revenue growth.

Those with highly effective research skills can help reveal both:

Opportunities for improvement

Brand-new or previously unseen opportunities

Research skills can then help identify how to best take advantage of available opportunities. With today's increasingly data-driven economy, it will also increase your potential of getting hired and help position organizations as thought leaders in their marketplace.

• Research skills examples

Being necessarily broad, research skills encompass many sub-categories of skillsets required to extrapolate meaning and direction from dense informational resources. Identifying, interpreting, and applying research are several such subcategories—but to be specific, workplaces of almost any type have some need of:

Searching for information

Attention to detail

Taking notes

Problem-solving

Communicating results

Time management

• How to improve your research skills

Whether your research goals are to learn more about a subject or enhance workflows, you can improve research skills with this failsafe, four-step strategy:

Make an outline, and set your intention(s)

Know your sources

Learn to use advanced search techniques

Practice, practice, practice (and don't be afraid to adjust your approach)

These steps could manifest themselves in many ways, but what's most important is that it results in measurable progress toward the original goals that compelled you to research a subject.

• Using research skills at work

Different research skills will be emphasized over others, depending on the nature of your trade. To use research most effectively, concentrate on improving research skills most relevant to your position—or, if working solo, the skills most likely have the strongest impact on your goals.

You might divide the necessary research skills into categories for short, medium, and long-term goals or according to each activity your position requires. That way, when a challenge arises in your workflow, it's clearer which specific research skill requires dedicated attention.

How can I learn research skills?

Learning research skills can be done with a simple three-point framework:

Clarify the objective — Before delving into potentially overwhelming amounts of data, take a moment to define the purpose of your research. If at any point you lose sight of the original objective, take another moment to ask how you could adjust your approach to better fit the original objective.

Scrutinize sources — Cross-reference data with other sources, paying close attention to each author's credentials and motivations.

Organize research — Establish and continually refine a data-organization system that works for you. This could be an index of resources or compiling data under different categories designed for easy access.

Which careers require research skills?

Especially in today's world, most careers require some, if not extensive, research. Developers, marketers, and others dealing in primarily digital properties especially require extensive research skills—but it's just as important in building and manufacturing industries, where research is crucial to construct products correctly and safely.

Engineering, legal, medical, and literally any other specialized field will require excellent research skills. Truly, almost any career path will involve some level of research skills; and even those requiring only minimal research skills will at least require research to find and compare open positions in the first place.

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Home › Study Tips › Research Skills: What They Are and How They Benefit You

Research Skills: What They Are and How They Benefit You

• Published May 23, 2024

Research skills give you the ability to gather relevant information from different sources and analyse it critically in order to develop a comprehensive understanding of a subject. Thus, research skills are fundamental to academic success.

Developing these skills will improve your studies, helping you understand subjects better and positioning you for academic success.

That said, how can you develop important research skills? This will explore what research skills are, identify the core ones, and explain how you can develop them.

What Are Research Skills?

Research skills are a set of abilities that allow individuals to find and gather reliable information and then evaluate the information to find answers to questions.

Good research skills are important in academic settings, as finding and critically evaluating relevant information can help you gain a deeper understanding of a subject.

These skills are also important in professional and personal settings. When you graduate and are working in a professional capacity, you’ll often need to analyse sets of data to identify issues and determine how to solve them.

In personal contexts, you’ll always need to assess relevant information to make an informed decision. Whether you’re deciding on a major purchase, choosing a healthcare provider, or planning to make an investment, you’ll need to evaluate options to ensure better decision outcomes.

Different Types of Research Skills

Research skills are categorised into different sub-skills. The most common types are:

Quantitative Skills

Quantitative skills refer to the ability to work with numerical data and perform mathematical and statistical analyses to extract meaningful insights and draw conclusions. 

When you have quantitative skills, you’ll be able to apply mathematical concepts and operations in research design and data analysis. 

You’ll also be proficient in using statistical methods to analyse data and interpreting numerical data to draw meaningful conclusions. 

Analytical Skills

Analytical skills refer to the ability to gather data, evaluate it, and draw sound conclusions. When you have analytical skills, you’ll be able to systematically analyse information to reach a reasonable conclusion. 

Analytical skills are important in problem-solving. They help you to break down complex problems into more manageable components, think critically about the information at hand, analyse root causes, and develop effective solutions.

Qualitative Skills

Qualitative skills refer to the ability to collect, analyse, and interpret non-numerical data. When you have qualitative skills, you’ll be proficient in observation, interviewing, and other methods for collecting qualitative research data. 

You’ll also be able to analyse non-numerical data, such as documents and images, to identify themes, patterns, and meanings.

Research Skills Examples

The core research skills you need for success in academic, professional, and personal contexts include:

Data Collection

Data is at the centre of every research, as data is what you assess to find the answers you seek. Thus, research starts with collecting relevant data.

Depending on the research, there are two broad categories of data you can collect: primary and secondary.

Primary data is generated by the researcher, like data from interviews, observations, or experiments. Secondary data is pre-existing data obtained from different existing databases, like published literature, government reports, etc. 

Thus, data collection is more than gathering information from the Internet. Depending on the research, it can require more advanced skills for conducting experiments to generate your own data.

Source Evaluation

When doing research on any subject (especially when using the Internet), you’ll be amazed at the volume of information you’ll find. And a lot is pure garbage that can compromise your research work.

Thus, an important research skill is being able to dig through the garbage to get to the real facts. This is where source evaluation comes in!

Good research skills call for being able to identify biases, assess the authority of the author, and determine the accuracy of information before using it.

Time Management Skills

Have you ever felt that there is not enough time in a day for all that you need to do? When you already have so much to do, adding research can be overwhelming.

Good time management skills can help you find the time to do all you need to do, including relevant research work, making it an essential research skill.

Time management allows you to plan and manage your research project effectively. It includes breaking down research tasks into more manageable parts, setting priorities, and allocating time to the different stages of the research.

Communication Skills

Communication is an important aspect of every research, as it aids in data collection and sharing research findings. 

Important communication skills needed in research include active listening, active speaking, interviewing, report writing, data visualisation, and presentation, etc.

For example, when research involves collecting primary data via interviews, you must have sound speaking and listening skills. 

When you conclude the research and need to share findings, you’ll need to write a research report and present key findings in easy-to-understand formats like charts. 

Attention to Detail

Attention to detail is the ability to achieve thoroughness and accuracy when doing something. It requires focusing on every aspect of the tasks, even small ones. 

Anything you miss during your research will affect the quality of your research findings. Thus, the ability to pay close attention to details is an important research skill.

You need attention to detail at every stage of the research process. During data collection, it helps you ensure reliable data. 

During analysis, it reduces the risk of error to ensure your results are trustworthy. It also helps you express findings precisely to minimise ambiguity and facilitate understanding.

Note-Taking

Note-taking is exactly what it sounds like—writing down key information during the research process.

Remember that research involves sifting through and taking in a lot of information. It’s impossible to take in all the information and recall it from memory. This is where note-taking comes in!

Note-taking helps you capture key information, making it easier to remember and utilise for the research later. It also involves writing down where to look for important information.

Critical Thinking

Critical thinking is the ability to think rationally and synthesise information in a thoughtful way. It is an important skill needed in virtually all stages of the research process.

For example, when collecting data, you need critical thinking to assess the quality and relevance of data. It can help you identify gaps in data to formulate your research question and hypothesis. 

It can also help you to identify patterns and make reasonable connections when interpreting research findings.

Data Analysis

Data may not mean anything until you analyse it qualitatively or quantitatively (using techniques like Excel or SPSS). For this reason, data analysis analysis is an important research skill.

Researchers need to be able to build hypotheses and test these using appropriate research techniques. This helps to draw meaningful conclusions and gain a comprehensive understanding of research data.

Problem-Solving Skills

Research often involves addressing specific questions and solving problems. For this reason, problem-solving skills are important skills when conducting research. 

Problem-solving skills refer to the ability to identify, analyse, and solve problems effectively. 

With problem-solving skills, you’ll be able to assess a situation, consider various solutions, and choose the most appropriate course of action toward finding a solution.

Benefits of Research Skills

Research skills have many benefits, including:

Enhances Critical Thinking

Research skills and critical thinking are intertwined such that developing one enhances the other.

Research requires people to question assumptions, evaluate evidence, analyse information, and draw conclusions. These activities require you to think critically about the information at hand. Hence, engaging in research enhances critical thinking.

Develops Problem-Solving Skills

Research helps you acquire a set of critical skills that are directly transferable to problem-solving. 

For example, research fosters creative thinking, as it often requires synthesising data from different sources and connecting different concepts. After developing creative thinking via research, you can apply the skill to generate innovative solutions in problem-solving situations. 

Helps in Knowledge Acquisition

Engaging in research is a powerful way to acquire knowledge. Research involves exploring new ideas, and this helps you expand your breadth of knowledge.

It also involves applying research methods and methodologies. So, you’ll acquire knowledge about research methods, enhancing your ability to design and conduct studies in your higher education or professional life.

Why Are Research Skills Important?

Strong research skills offer numerous benefits, especially for students’ academic learning and development. 

When you develop good research skills, you’ll reap great academic rewards that include:

In-Depth Understanding

Conducting research allows you to delve deep into specific topics, helping you gain a thorough understanding of the subject matter beyond what is covered in standard coursework.

Critical Thinking Development

Research involves critical evaluation of information and making informed decisions. This builds your ability to think critically.

This skill will not only help you solve academic problems better, but it’s also crucial to your personal and professional growth.

Encouragement of Independent Learning

Research encourages independent learning. When you engage in research, you seek answers independently. You take the initiative to find, retrieve, and evaluate information relevant to your research.

That helps you develop self-directed study habits. You’ll be able to take ownership of your education and actively seek out information for a better understanding of the subject matter.

Intellectual Curiosity Development

Research skills encourage intellectual curiosity and a love of learning, as they’ll make you explore topics you find intriguing or important. Thus, you’ll be more motivated to explore topics beyond the scope of your coursework.

Enhanced Communication Skills

Research helps you build better interpersonal skills as well as report-writing skills.

Research helps you sharpen your communication skills when you interact with research subjects during data collection. Communicating research findings to an audience also helps sharpen your presentation skills or report writing skills.

Assistance in Career Preparation 

Many professions find people with good research skills. Whether you’ll pursue a career in academia, business, healthcare, or IT, being able to conduct research will make you a valuable asset.

So, researching skills for students prepares you for a successful career when you graduate.

Contribution to Personal Growth

Research also contributes to your personal growth. Know that research projects often come with setbacks, unexpected challenges, and moments of uncertainty. Navigating these difficulties helps you build resilience and confidence.

Acquisition of Time Management Skills

Research projects often come with deadlines. Such research projects force you to set goals, prioritise tasks, and manage your time effectively.

That helps you acquire important time management skills that you can use in other areas of academic life and your professional life when you graduate.

Ways to Improve Research Skills

The ways to improve your research skills involve a combination of learning and practice. 

You should consider enrolling in research-related programmes, learning to use data analysis tools, practising summarising and synthesising information from multiple sources, collaborating with more experienced researchers, and more. 

Looking to improve your research skills? Read our 11 ways to improve research skills article.

How Can I Learn Research Skills?

You can learn research skills using these simple three-point framework:

Clarifying the Objective

Start by articulating the purpose of your research. Identify the specific question you are trying to answer or the problem you are aiming to solve.

Then, determine the scope of your research to help you stay focused and avoid going after irrelevant information.

Cross-Referencing Sources

The next step is to search for existing research on the topic. Use academic databases, journals, books, and reputable online sources.

It’s important to compare information from multiple sources, taking note of consensus among studies and any conflicting findings. 

Also, check the credibility of each source by looking at the author’s expertise, information recency, and reputation of the publication’s outlet.

Organise the Research

Develop a note-taking system to document key findings as you search for existing research. Create a research outline, then arrange your ideas logically, ensuring that each section aligns with your research objective.

As you progress, be adaptable. Be open to refining your research plan as new understanding evolves.

Enrolling in online research programmes can also help you build strong research skills. These programmes combine subject study with academic research project development to help you hone the skills you need to succeed in higher education.

Immerse Education is a foremost provider of online research programmes.

Acquire Research Skills with Immerse Education 

Research skills are essential to academic success. They help you gain an in-depth understanding of subjects, enhance your critical thinking and problem-solving skills, improve your time management skills, and more. 

In addition to boosting you academically, they contribute to your personal growth and prepare you for a successful professional career.

Thankfully, you can learn research skills and reap these benefits. There are different ways to improve research skills, including enrolling in research-based programmes. This is why you need Immerse Education!

Immerse Education provides participants aged 13-18 with unparalleled educational experience. All our programmes are designed by tutors from top global universities and help prepare participants for future success.

Our online research programme expertly combines subject study with academic research projects to help you gain subject matter knowledge and the important research skills you need to succeed in higher education.  With one-on-one tutoring or group sessions from an expert academic from Oxford or Cambridge University and a flexible delivery mode, the programme is designed for you to succeed. Subsequently, enrolling in our accredited Online Research Programme will award students with 8 UCAS points upon completion.

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The Most Important Research Skills (With Examples)

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Research skills are the ability to find out accurate information on a topic. They include being able to determine the data you need, find and interpret those findings, and then explain that to others. Being able to do effective research is a beneficial skill in any profession, as data and research inform how businesses operate. Whether you’re unsure of your research skills or are looking for ways to further improve them, then this article will cover important research skills and how to become even better at research. Key Takeaways Having strong research skills can help you understand your competitors, develop new processes, and build your professional skills in addition to aiding you in finding new customers and saving your company money. Some of the most valuable research skills you can have include goal setting, data collection, and analyzing information from multiple sources. You can and should put your research skills on your resume and highlight them in your job interviews. In This Article    Skip to section What are research skills? Why are research skills important? 12 of the most important research skills How to improve your research skills Highlighting your research skills in a job interview How to include research skills on your resume Resume examples showcasing research skills Research skills FAQs References Sign Up For More Advice and Jobs Show More What are research skills?

Research skills are the necessary tools to be able to find, compile, and interpret information in order to answer a question. Of course, there are several aspects to this. Researchers typically have to decide how to go about researching a problem — which for most people is internet research.

In addition, you need to be able to interpret the reliability of a source, put the information you find together in an organized and logical way, and be able to present your findings to others. That means that they’re comprised of both hard skills — knowing your subject and what’s true and what isn’t — and soft skills. You need to be able to interpret sources and communicate clearly.

Why are research skills important?

Research skills are useful in any industry, and have applications in innovation, product development, competitor research, and many other areas. In addition, the skills used in researching aren’t only useful for research. Being able to interpret information is a necessary skill, as is being able to clearly explain your reasoning.

Research skills are used to:

Do competitor research. Knowing what your biggest competitors are up to is an essential part of any business. Researching what works for your competitors, what they’re doing better than you, and where you can improve your standing with the lowest resource expenditure are all essential if a company wants to remain functional.

Develop new processes and products. You don’t have to be involved in research and development to make improvements in how your team gets things done. Researching new processes that make your job (and those of your team) more efficient will be valued by any sensible employer.

Foster self-improvement. Folks who have a knack and passion for research are never content with doing things the same way they’ve always been done. Organizations need independent thinkers who will seek out their own answers and improve their skills as a matter of course. These employees will also pick up new technologies more easily.

Manage customer relationships. Being able to conduct research on your customer base is positively vital in virtually every industry. It’s hard to move products or sell services if you don’t know what people are interested in. Researching your customer base’s interests, needs, and pain points is a valuable responsibility.

Save money. Whether your company is launching a new product or just looking for ways to scale back its current spending, research is crucial for finding wasted resources and redirecting them to more deserving ends. Anyone who proactively researches ways that the company can save money will be highly appreciated by their employer.

Solve problems. Problem solving is a major part of a lot of careers, and research skills are instrumental in making sure your solution is effective. Finding out the cause of the problem and determining an effective solution both require accurate information, and research is the best way to obtain that — be it via the internet or by observation.

Determine reliable information. Being able to tell whether or not the information you receive seems accurate is a very valuable skill. While research skills won’t always guarantee that you’ll be able to tell the reliability of the information at first glance, it’ll prevent you from being too trusting. And it’ll give the tools to double-check .

12 of the most important research skills

Experienced researchers know that worthwhile investigation involves a variety of skills. Consider which research skills come naturally to you, and which you could work on more.

Data collection . When thinking about the research process, data collection is often the first thing that comes to mind. It is the nuts and bolts of research. How data is collected can be flexible.

For some purposes, simply gathering facts and information on the internet can fulfill your need. Others may require more direct and crowd-sourced research. Having experience in various methods of data collection can make your resume more impressive to recruiters.

Data collection methods include: Observation Interviews Questionnaires Experimentation Conducting focus groups

Analysis of information from different sources. Putting all your eggs in one source basket usually results in error and disappointment. One of the skills that good researchers always incorporate into their process is an abundance of sources. It’s also best practice to consider the reliability of these sources.

Are you reading about U.S. history on a conspiracy theorist’s blog post? Taking facts for a presentation from an anonymous Twitter account?

If you can’t determine the validity of the sources you’re using, it can compromise all of your research. That doesn’t mean just disregard anything on the internet but double-check your findings. In fact, quadruple-check. You can make your research even stronger by turning to references outside of the internet.

Examples of reliable information sources include: Published books Encyclopedias Magazines Databases Scholarly journals Newspapers Library catalogs

Finding information on the internet. While it can be beneficial to consulate alternative sources, strong internet research skills drive modern-day research.

One of the great things about the internet is how much information it contains, however, this comes with digging through a lot of garbage to get to the facts you need. The ability to efficiently use the vast database of knowledge that is on the internet without getting lost in the junk is very valuable to employers.

Internet research skills include: Source checking Searching relevant questions Exploring deeper than the first options Avoiding distraction Giving credit Organizing findings

Interviewing. Some research endeavors may require a more hands-on approach than just consulting internet sources. Being prepared with strong interviewing skills can be very helpful in the research process.

Interviews can be a useful research tactic to gain first-hand information and being able to manage a successful interview can greatly improve your research skills.

Interviewing skills involves: A plan of action Specific, pointed questions Respectfulness Considering the interview setting Actively Listening Taking notes Gratitude for participation

Report writing. Possessing skills in report writing can assist you in job and scholarly research. The overall purpose of a report in any context is to convey particular information to its audience.

Effective report writing is largely dependent on communication. Your boss, professor , or general reader should walk away completely understanding your findings and conclusions.

Report writing skills involve: Proper format Including a summary Focusing on your initial goal Creating an outline Proofreading Directness

Critical thinking. Critical thinking skills can aid you greatly throughout the research process, and as an employee in general. Critical thinking refers to your data analysis skills. When you’re in the throes of research, you need to be able to analyze your results and make logical decisions about your findings.

Critical thinking skills involve: Observation Analysis Assessing issues Problem-solving Creativity Communication

Planning and scheduling. Research is a work project like any other, and that means it requires a little forethought before starting. Creating a detailed outline map for the points you want to touch on in your research produces more organized results.

It also makes it much easier to manage your time. Planning and scheduling skills are important to employers because they indicate a prepared employee.

Planning and scheduling skills include: Setting objectives Identifying tasks Prioritizing Delegating if needed Vision Communication Clarity Time-management

Note-taking. Research involves sifting through and taking in lots of information. Taking exhaustive notes ensures that you will not neglect any findings later and allows you to communicate these results to your co-workers. Being able to take good notes helps summarize research.

Examples of note-taking skills include: Focus Organization Using short-hand Keeping your objective in mind Neatness Highlighting important points Reviewing notes afterward

Communication skills. Effective research requires being able to understand and process the information you receive, either written or spoken. That means that you need strong reading comprehension and writing skills — two major aspects of communication — as well as excellent listening skills.

Most research also involves showcasing your findings. This can be via a presentation. , report, chart, or Q&A. Whatever the case, you need to be able to communicate your findings in a way that educates your audience.

Communication skills include: Reading comprehension Writing Listening skills Presenting to an audience Creating graphs or charts Explaining in layman’s terms

Time management. We’re, unfortunately, only given 24 measly hours in a day. The ability to effectively manage this time is extremely powerful in a professional context. Hiring managers seek candidates who can accomplish goals in a given timeframe.

Strong time management skills mean that you can organize a plan for how to break down larger tasks in a project and complete them by a deadline. Developing your time management skills can greatly improve the productivity of your research.

Time management skills include: Scheduling Creating task outlines Strategic thinking Stress-management Delegation Communication Utilizing resources Setting realistic expectations Meeting deadlines

Using your network. While this doesn’t seem immediately relevant to research skills, remember that there are a lot of experts out there. Knowing what people’s areas of expertise and asking for help can be tremendously beneficial — especially if it’s a subject you’re unfamiliar with.

Your coworkers are going to have different areas of expertise than you do, and your network of people will as well. You may even know someone who knows someone who’s knowledgeable in the area you’re researching. Most people are happy to share their expertise, as it’s usually also an area of interest to them.

Networking involves: Remembering people’s areas of expertise Being willing to ask for help Communication Returning favors Making use of advice Asking for specific assistance

Attention to detail. Research is inherently precise. That means that you need to be attentive to the details, both in terms of the information you’re gathering, but also in where you got it from. Making errors in statistics can have a major impact on the interpretation of the data, not to mention that it’ll reflect poorly on you.

There are proper procedures for citing sources that you should follow. That means that your sources will be properly credited, preventing accusations of plagiarism. In addition, it means that others can make use of your research by returning to the original sources.

Attention to detail includes: Double checking statistics Taking notes Keeping track of your sources Staying organized Making sure graphs are accurate and representative Properly citing sources

How to improve your research skills

As with many professional skills, research skills serve us in our day to day life. Any time you search for information on the internet, you’re doing research. That means that you’re practicing it outside of work as well. If you want to continue improving your research skills, both for professional and personal use, here are some tips to try.

Differentiate between source quality. A researcher is only as good as their worst source. Start paying attention to the quality of the sources you use, and be suspicious of everything your read until you check out the attributions and works cited.

Be critical and ask yourself about the author’s bias, where the author’s research aligns with the larger body of verified research in the field, and what publication sponsored or published the research.

Use multiple resources. When you can verify information from a multitude of sources, it becomes more and more credible. To bolster your faith in one source, see if you can find another source that agrees with it.

Don’t fall victim to confirmation bias. Confirmation bias is when a researcher expects a certain outcome and then goes to find data that supports this hypothesis. It can even go so far as disregarding anything that challenges the researcher’s initial hunch. Be prepared for surprising answers and keep an open mind.

Be open to the idea that you might not find a definitive answer. It’s best to be honest and say that you found no definitive answer instead of just confirming what you think your boss or coworkers expect or want to hear. Experts and good researchers are willing to say that they don’t know.

Stay organized. Being able to cite sources accurately and present all your findings is just as important as conducting the research itself. Start practicing good organizational skills , both on your devices and for any physical products you’re using.

Get specific as you go. There’s nothing wrong with starting your research in a general way. After all, it’s important to become familiar with the terminology and basic gist of the researcher’s findings before you dig down into all the minutia.

Highlighting your research skills in a job interview

A job interview is itself a test of your research skills. You can expect questions on what you know about the company, the role, and your field or industry more generally. In order to give expert answers on all these topics, research is crucial.

Start by researching the company . Look into how they communicate with the public through social media, what their mission statement is, and how they describe their culture.

Pay close attention to the tone of their website. Is it hyper professional or more casual and fun-loving? All of these elements will help decide how best to sell yourself at the interview.

Next, research the role. Go beyond the job description and reach out to current employees working at your desired company and in your potential department. If you can find out what specific problems your future team is or will be facing, you’re sure to impress hiring managers and recruiters with your ability to research all the facts.

Finally, take time to research the job responsibilities you’re not as comfortable with. If you’re applying for a job that represents increased difficulty or entirely new tasks, it helps to come into the interview with at least a basic knowledge of what you’ll need to learn.

How to include research skills on your resume

Research projects require dedication. Being committed is a valuable skill for hiring managers. Whether you’ve had research experience throughout education or a former job, including it properly can boost the success of your resume .

Consider how extensive your research background is. If you’ve worked on multiple, in-depth research projects, it might be best to include it as its own section. If you have less research experience, include it in the skills section .

Focus on your specific role in the research, as opposed to just the research itself. Try to quantify accomplishments to the best of your abilities. If you were put in charge of competitor research, for example, list that as one of the tasks you had in your career.

If it was a particular project, such as tracking the sale of women’s clothing at a tee-shirt company, you can say that you “directed analysis into women’s clothing sales statistics for a market research project.”

Ascertain how directly research skills relate to the job you’re applying for. How strongly you highlight your research skills should depend on the nature of the job the resume is for. If research looks to be a strong component of it, then showcase all of your experience.

If research looks to be tangential, then be sure to mention it — it’s a valuable skill — but don’t put it front and center.

Resume examples showcasing research skills

Example #1: Academic Research

Simon Marks 767 Brighton Blvd. | Brooklyn, NY, 27368 | (683)-262-8883 | [email protected] Diligent and hardworking recent graduate seeking a position to develop professional experience and utilize research skills. B.A. in Biological Sciences from New York University. PROFESSIONAL EXPERIENCE Lixus Publishing , Brooklyn, NY Office Assistant- September 2018-present Scheduling and updating meetings Managing emails and phone calls Reading entries Worked on a science fiction campaign by researching target demographic Organizing calendars Promoted to office assistant after one year internship Mitch’s Burgers and Fries , Brooklyn, NY Restaurant Manager , June 2014-June 2018 Managed a team of five employees Responsible for coordinating the weekly schedule Hired and trained two employees Kept track of inventory Dealt with vendors Provided customer service Promoted to restaurant manager after two years as a waiter Awarded a $2.00/hr wage increase SKILLS Writing Scientific Research Data analysis Critical thinking Planning Communication RESEARCH Worked on an ecosystem biology project with responsibilities for algae collection and research (2019) Lead a group of freshmen in a research project looking into cell biology (2018) EDUCATION New York University Bachelors in Biological Sciences, September 2016-May 2020

Example #2: Professional Research

Angela Nichols 1111 Keller Dr. | San Francisco, CA | (663)-124-8827 |[email protected] Experienced and enthusiastic marketer with 7 years of professional experience. Seeking a position to apply my marketing and research knowledge. Skills in working on a team and flexibility. EXPERIENCE Apples amp; Oranges Marketing, San Francisco, CA Associate Marketer – April 2017-May 2020 Discuss marketing goals with clients Provide customer service Lead campaigns associated with women’s health Coordinating with a marketing team Quickly solving issues in service and managing conflict Awarded with two raises totaling $10,000 over three years Prestigious Marketing Company, San Francisco, CA Marketer – May 2014-April 2017 Working directly with clients Conducting market research into television streaming preferences Developing marketing campaigns related to television streaming services Report writing Analyzing campaign success statistics Promoted to Marketer from Junior Marketer after the first year Timberlake Public Relations, San Francisco, CA Public Relations Intern – September 2013–May 2014 Working cohesively with a large group of co-workers and supervisors Note-taking during meetings Running errands Managing email accounts Assisting in brainstorming Meeting work deadlines EDUCATION Golden Gate University, San Francisco, CA Bachelor of Arts in Marketing with a minor in Communications – September 2009 – May 2013 SKILLS Marketing Market research Record-keeping Teamwork Presentation. Flexibility

Research skills FAQs

What research skills are important?

Goal-setting and data collection are important research skills. Additional important research skills include:

Using different sources to analyze information.

Finding information on the internet.

Interviewing sources.

Writing reports.

Critical thinking.

Planning and scheduling.

Note-taking.

Managing time.

How do you develop good research skills?

You develop good research skills by learning how to find information from multiple high-quality sources, by being wary of confirmation bias, and by starting broad and getting more specific as you go.

When you learn how to tell a reliable source from an unreliable one and get in the habit of finding multiple sources that back up a claim, you’ll have better quality research.

In addition, when you learn how to keep an open mind about what you’ll find, you’ll avoid falling into the trap of confirmation bias, and by staying organized and narrowing your focus as you go (rather than before you start), you’ll be able to gather quality information more efficiently.

What is the importance of research?

The importance of research is that it informs most decisions and strategies in a business. Whether it’s deciding which products to offer or creating a marketing strategy, research should be used in every part of a company.

Because of this, employers want employees who have strong research skills. They know that you’ll be able to put them to work bettering yourself and the organization as a whole.

Should you put research skills on your resume?

Yes, you should include research skills on your resume as they are an important professional skill. Where you include your research skills on your resume will depend on whether you have a lot of experience in research from a previous job or as part of getting your degree, or if you’ve just cultivated them on your own.

If your research skills are based on experience, you could put them down under the tasks you were expected to perform at the job in question. If not, then you should likely list it in your skills section.

University of the People – The Best Research Skills for Success

Association of Internet Research Specialists — What are Research Skills and Why Are They Important?

MasterClass — How to Improve Your Research Skills: 6 Research Tips

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Sky Ariella is a professional freelance writer, originally from New York. She has been featured on websites and online magazines covering topics in career, travel, and lifestyle. She received her BA in psychology from Hunter College.

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Research Skills: What they are and Benefits

Research skills play a vital role in the success of any research project, enabling individuals to navigate the vast sea of information, analyze data critically, and draw meaningful conclusions. Whether conducting academic research, professional investigations, or personal inquiries, strong research skills are essential for obtaining accurate and reliable results.

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By understanding and developing these skills, individuals can embark on their research endeavors with confidence, integrity, and the capability to make meaningful contributions in their chosen fields. This article will explore the importance of research skills and discuss critical competencies necessary for conducting a research project effectively.

Content Index

What are Research Skills?

Important research skills for research project, benefits of research skills.

• Improving your Research Skills

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Research skills are the capability a person carries to create new concepts and understand the use of data collection. These skills include techniques, documentation, and interpretation of the collected data. Research is conducted to evaluate hypotheses and share the findings most appropriately. Research skills improve as we gain experience.

To conduct efficient research, specific research skills are essential. These skills are necessary for companies to develop new products and services or enhance existing products. To develop good research skills is important for both the individual as well as the company.

When undertaking a research project, one must possess specific important skills to ensure the project’s success and accuracy. Here are some essential research skills that are crucial for conducting a project effectively:

Time Management Skills:

Time management is an essential research skill; it helps you break down your project into parts and enables you to manage it easier. One can create a dead-line oriented plan for the research project and assign time for each task. Time management skills include setting goals for the project, planning and organizing functions as per their priority, and efficiently delegating these tasks.

Communication Skills:

These skills help you understand and receive important information and also allow you to share your findings with others in an effective manner. Active listening and speaking are critical skills for solid communication. A researcher must have good communication skills.

Problem-Solving:  

The ability to handle complex situations and business challenges and come up with solutions for them is termed problem-solving. To problem-solve, you should be able to fully understand the extent of the problem and then break it down into smaller parts. Once segregated into smaller chunks, you can start thinking about each element and analyze it to find a solution.

Information gathering and attention to detail:

Relevant information is the key to good research design . Searching for credible resources and collecting information from there will help you strengthen your research proposal and drive you to solutions faster. Once you have access to information, paying close attention to all the details and drawing conclusions based on the findings is essential.

Research Design and Methodology :

Understanding research design and methodology is essential for planning and conducting a project. Depending on the research question and objectives, researchers must select appropriate research methods, such as surveys, experiments, interviews, or case studies. Proficiency in designing research protocols, data collection instruments, and sampling strategies is crucial for obtaining reliable and valid results.

Data Collection and Analysis :

Researchers should be skilled in collecting and analyzing data accurately. It involves designing data collection instruments, collecting data through various methods, such as surveys or observations, and organizing and analyzing the collected data using appropriate statistical or qualitative analysis techniques. Proficiency in using software tools like SPSS, Excel, or qualitative analysis software can be beneficial.

By developing and strengthening these research skills, researchers can enhance the quality and impact of their research process, contributing to good research skills in their respective fields.

Research skills are invaluable assets that can benefit individuals in various aspects of their lives. Here are some key benefits of developing and honing research skills:

Boosts Curiosity :

Curiosity is a strong desire to know things and a powerful learning driver. Curious researchers will naturally ask questions that demand answers and will stop in the search for answers. Interested people are better listeners and are open to listening to other people’s ideas and perspectives, not just their own.

Cultivates Self-awareness :

As well as being aware of other people’s subjective opinions, one must develop the importance of research skills and be mindful of the benefits of awareness research; we are exposed to many things while researching. Once we start doing research, the benefit from it reflects on the beliefs and attitudes and encourages them to open their minds to other perspectives and ways of looking at things.

Effective Communication:

Research skills contribute to practical communication skills by enhancing one’s ability to articulate ideas, opinions, and findings clearly and coherently. Through research, individuals learn to organize their thoughts, present evidence-based arguments, and effectively convey complex information to different audiences. These skills are crucial in academic research settings, professional environments, and personal interactions.

Personal and Professional Growth :

Developing research skills fosters personal and professional growth by instilling a sense of curiosity, intellectual independence, and a lifelong learning mindset. Research encourages individuals to seek knowledge, challenge assumptions, and embrace intellectual growth. These skills also enhance adaptability as individuals become adept at navigating and assimilating new information, staying updated with the latest developments, and adjusting their perspectives and strategies accordingly.

Academic Success:

Research skills are essential for academic research success. They enable students to conduct thorough literature reviews, gather evidence to support their arguments, and critically evaluate existing research. By honing their research skills, students can produce well-structured, evidence-based essays, projects, and dissertations demonstrating high academic research rigor and analytical thinking.

Professional Advancement:

Research skills are highly valued in the professional world. They are crucial for conducting market research, analyzing trends, identifying opportunities, and making data-driven decisions. Employers appreciate individuals who can effectively gather and analyze information, solve complex problems, and provide evidence-based recommendations. Research skills also enable professionals to stay updated with advancements in their field, positioning themselves as knowledgeable and competent experts.

Developing and nurturing research skills can significantly benefit individuals in numerous aspects of their lives, enabling them to thrive in an increasingly information-driven world.

Improving Your Research Skills

There are many things you can do to improve your research skills and utilize them in your research or day job. Here are some examples:

• Develop Information Literacy: Strengthening your information literacy skills is crucial for conducting thorough research. It involves identifying reliable sources, evaluating the credibility of information, and navigating different research databases.
• Enhance Critical Thinking: Critical thinking is an essential skill for effective research. It involves analyzing information, questioning assumptions, and evaluating arguments. Practice critical analysis by analyzing thoughtfully, identifying biases, and considering alternative perspectives.
• Master Research Methodologies: Familiarize yourself with different research methodologies relevant to your field. Whether it’s qualitative, quantitative, or mixed methods research, realizing the strengths and limitations of each approach is crucial.
• Practice Effective Time Management: Research requires dedicated time and effort. Develop good time management skills to ensure that you allocate sufficient time for each stage of the research process, including planning, data collection, analysis, and writing.
• Embrace Collaboration: Collaborating with peers and colleagues can provide a fresh perspective and enrich your research experience. Engage in discussions, share ideas, and seek feedback from others. Collaborative projects allow for exchanging knowledge and skills.
• Continuously Update Your Knowledge: Stay informed about your field’s latest developments and advancements. Regularly read scholarly articles, attend conferences, and follow reputable sources of information to stay up to date with current research trends.

There is plenty of information available on the internet about every topic; hence, learning skills to know which information is relevant and credible is very important. Today most search engines have the feature of advanced search, and you can customize the search as per your preference. Once you learn this skill, it will help you find information. 

Experts possess a wealth of knowledge, experience, and insights that can significantly enhance your understanding and abilities in conducting research. Experts have often encountered numerous challenges and hurdles throughout their research journey and have developed effective problem-solving techniques. Engaging with experts is a highly effective approach to improving research skills.

Moreover, experts can provide valuable feedback and constructive criticism on your research work. They can offer fresh perspectives, identify areas for improvement, and help you refine your research questions, methodology, and analysis.

At QuestionPro, we can help you with the necessary tools to carry out your projects, and we have created the following free resources to help you in your professional growth:

• Survey Templates

Research skills are invaluable assets that empower individuals to navigate the ever-expanding realm of information, make informed decisions, and contribute to advancing knowledge. With advanced research tools and technologies like QuestionPro Survey Software, researchers have potent resources to conduct comprehensive surveys, gather data, and analyze results efficiently.

Where data-driven decision-making is crucial, research skills supported by advanced tools like QuestionPro are essential for researchers to stay ahead and make impactful contributions to their fields. By embracing these research skills and leveraging the capabilities of powerful survey software, researchers can unlock new possibilities, gain deeper insights, and pave the way for meaningful discoveries.

Authors : Gargi Ghamandi & Sandeep Kokane

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Frequently Asked Questions

Final thoughts, research skills.

Updated May 20, 2024

Research skills are highly valued by employers in all industries, because employees with strong research skills can be invaluable to a company’s performance and growth.

While you may already possess research skills, you must be able to identify what these skills actually are, so that you can highlight them in your applications and interviews .

This article will explore what research skills are and why they are important, identify some core research skills and explain how you can develop them, and answer some frequently asked questions.

What Are Research Skills?

Research skills enable you to effectively find and gather appropriate information , then analyze and apply it to find solutions to solve problems .

Research skills are crucial for every industry and can be extremely useful in any role. They consist of a range of other soft skills that come together to be more than the sum of their parts.

Possessing research skills makes you very useful to an employer, as you can successfully research competitors, get information to form marketing or sales plans and spot potential problems in the business that require attention.

Some of these soft skills include attention to detail, communication and problem-solving, among others.

In Which Industries Are Research Skills Required?

No matter what your job is, or what industry you’re in, research skills will be extremely beneficial to you and the business .

For example, even if you work in a restaurant, it will be useful to research local competitors or exciting new ingredients to try on your menu.

Another example, within the retail sector, is that you may need to research to find out your customer satisfaction rate and therefore identify any issues with your team’s performance.

Further, research skills are essential to corporate or commercial roles, as these roles may require you to identify issues causing a drop in your team's performance and work out the tasks that must be completed to reach your goal.

Additionally, you may also be required to analyze large amounts of data and identify key issues and work out how to solve them.

What Are Considered Research Skills?

Collating and analyzing information from different sources.

The best research is conducted by analyzing data from online resources, books, surveys or other sources.

It’s important that you only use credible resources when you are collecting your data. Make sure that you’re not relying on largely opinion-based information or information from someone who lacks the right qualifications to be considered an authority.

You may also come across a lot of irrelevant data when you are conducting research. One important research skill is knowing how to discern the most relevant data and discard the rest.

Data Collection

Another important skill for research is data collection.

This is different from collating information from other sources, as data collection requires you to conduct your own research .

For example, you would run your own surveys on your customers or derive data from their social media, instead of relying on others to do so.

Many employers value this skill within their employees.

The ability to collect hard-to-find data is not one that everyone possesses and is often considered a more advanced skill.

It takes a great deal of know-how to be able to run efficient, effective and ethical research and to only collect relevant information to answer your questions.

Note-Taking

Note-taking is more than it sounds – it is an essential skill for research.

It would be almost impossible to conduct a large amount of research and be able to recite the information from memory, or even be able to recall where to look for certain information.

Therefore, knowing how to take effective notes is a necessary skill. If you take your notes digitally , you can more easily search them later and share findings with others.

Why Are Research Skills Important?

Research skills are a factor that recruiters will look at because they are important; here are some reasons why.

Learn About Your Consumers and Better Meet Their Needs

Whatever your industry, you are likely selling something to consumers or providing a service, at least sometimes.

Further, no matter what your business model is, you have to keep on top of your customer satisfaction. Their word-of-mouth affects your future bottom line .

Using research skills to identify problems with your consumer satisfaction rate is, therefore, essential.

Such research will let you know where improvements need to be made and will provide you with the starting blocks of a plan to solve the issue.

Get Better Information About Your Competitors

By collecting information about your competitors, such as on their plan for the next quarter, you can alter your company or team's actions to counteract them and come out on top.

You can look into their sales tactics for a glimpse into their future plans, or look at online reviews their customers have left to find weak spots.

This information about your competitors can be implemented to identify key issues that your team or business needs to work on .

They Make You More Employable

Recruiters often look for strong research skills in candidates. Having them makes you more of a desirable employee.

These skills show them that you can take initiative and learn about new things .

This is considered a good quality in a candidate, because it means you can be left to your own devices more often without constant supervision and trusted to not only complete your work but also find ways to do it better .

They Enable You to Work More Efficiently and Productively

Having advanced research skills also enables you to improve your personal productivity and the general productivity of the company .

Research skills can be applied to improving a company’s processes to make them more efficient.

Additionally, you can research skills to find ways the company can improve its employees' satisfaction .

Core Research Skills

Here are some of the core skills required for conducting high-quality research.

Recording Information During Key Events or From Important Sources

Recording information, such as in the form of notes or, is an essential skill required for research.

Whenever you come across an important piece of information that is relevant to your research question, you must record it in some way. This will make it much easier when you come to analyze and report on what you have found.

Simply reading information will not be enough for it to sink into your brain sufficiently to actually be a useful and analyzable resource.

Note-taking is one way of doing this, particularly for pre-existing information that you are collating, such as when you are performing a business literature review for a white paper.

Making recordings of meetings is another way, as you can refer back to them in the future and may be able to distill new information from them.

Stick to Relevant Information

Another key skill here is knowing what information is important .

Make sure that you fully understand why you’re collecting your data and what question you are trying to answer.

This will ensure you only collect the necessary information in your research and don’t infringe on your participants’ right to privacy.

Additionally, when you are collating information from other sources, knowing what’s important means you don’t waste time following dead ends.

Collecting Data From External Sources

Another key skill is knowing how to find reputable, external sources and collect data.

A common mistake people make when researching is taking too much from one source : if you don’t stretch your feelers far enough, your data collection may be too narrow, biased and potentially inaccurate.

Using a wide range of resources is the real secret to strong research. Some sources you can use to extend your research are:

• Published books
• Reputable websites
• Academic journals
• Library catalogues

You must learn to judge whether each source is reliable to keep your research accurate. Note the authors and publishers of the books, websites and newspapers you use, and see what else they’ve published to find what biases they have.

Analyzing Data for Patterns and Trends

Data analysis is another advanced skill highly valued by recruiters.

The ability to spot patterns and trends in large amounts of data is an extremely useful skill to spot areas of weakness and strength within a team or a company.

It is a key component to work out areas that require development and where resources should be spent.

Online Research

Online research is a skill that many people believe they are already acquainted with.

But that is like equating someone who types ' What are REITs? ' into a search engine and reads a couple of articles with someone who digs deep into that initial information and derives key terms and search queries to find specific information about both the foundational and cutting-edge ideas of their topic.

Additionally, a skilled online researcher optimizes their time and energy to not be sucked into unreputable websites or to not waste a lot of time tracking down one specific piece of information.

Make sure that you familiarize yourself with which sources are credible and those which are not, so you don’t waste your time researching inaccurate information.

Lateral Thinking

Lateral thinking means solving problems using solutions that are usually creative, new and unexpected . Rarely are these immediately obvious and may not be thought of through traditional logic.

You may be required to be creative and use lateral thinking to discover how to find the answer to the problem you are facing.

This is because it is very rare that the answers are clear and right in front of us .

More often than not, you’ll have to be innovative and take on a new approach for your research, even to find what question you should be asking before you can begin.

How to Develop Research Skills

Establish context.

Before diving into something new, you should make an effort to understand the broader subject area surrounding your query.

You will become easily confused if you begin conducting your research without having a full understanding of the question you are trying to answer.

Be Selective About Your Sources

You must learn how to identify credible sources from untrustworthy ones .

Especially when you are conducting internet research, it’s easy to come across information from people who are not qualified to give it or from sources that have a hidden agenda.

Further, all sources have biases, and these must be accounted for when interpreting information from them.

Conducting your research on unqualified sources will likely lead to you analyzing incorrect data and coming to the wrong conclusion.

Be Open to Changing Your Mind

You may begin your research with an opinion already formed in your mind.

Be open to the fact that this might change as you do your research.

Sticking with one opinion often leads you to use sources biased only in one direction and therefore come to a biased conclusion.

Using sources that show different opinions will give you richer research and you’re more likely to end up with a well-rounded answer to your question.

Stay Organized; Record Your Sources of Information

Without keeping your information organized, you’ll wind up wasting a lot of time looking for information you’ve already come across.

A good way to keep track is to have a list of the sources you use and record the important information from that source.

This way you’ll easily be able to look up the information you’re looking for.

You can also note what else those sources may be useful for, as well as a section of the list for sources not necessary this time but may be in the future.

Keep Learning

Don’t just limit yourself to doing research for work or academic purposes.

Keep researching topics you find interesting or may come in useful later down the down.

You can try taking free online courses if you prefer a more guided approach.

This proactivity will not only develop your research skills but will also generally improve your knowledge base, making you more employable.

Learn to Summarize in a Report

A key skill of research is communicating your findings , often in the form of summarizing what you have found in a report.

You may have come across invaluable data, but that will be rendered useless if you are unable to effectively communicate what it means.

Reporting skills are a whole other skill on their own and are valued by employers.

Take time to develop good report writing skills and be open to feedback about the reports you have made at work and school.

Maintain Focus On Your Research Question

Conducting a lot of research can cause people to sway away from their research questions as new information comes to light or you uncover new areas that require deep research.

However, if this happens, keep notes of these areas so that you can return to them in the future and then move back to the question at hand.

Remember your main task and return your attention to your research question .

How Can I Demonstrate Research Skills?

When you’re applying for a role, always mention your research skills.

The key to doing this well is being specific . Give real examples of a time you used your research skills to provide some value to your team or the company.

For example:

“I used research skills to identify key problems within our customer satisfaction. I looked through our customer feedback and listened to customer calls to work out the areas we had to improve upon. My research identified weaknesses in our customer support team’s knowledge, so we implemented training and our customer satisfaction increased by 25% as a result”.

Where possible, include a metric showing objectively how much of a positive impact your research had.

How Can I Include Research Skills on My Resume?

Research skills should definitely be on your resume since they are valued by employers in every industry.

There are a few different ways that you can incorporate these into your resume.

If your skills are advanced and have been a primary duty in previous roles, you could dedicate a full section to research skills. Give detailed examples of the skills you possess and how they have served you within these roles.

If you possess some research skills but don’t have extensive examples of using them, then don’t spend as much space on them – include them in your skills section on your resume instead .

As long as they are listed on your resume somewhere, the recruiter will be aware of them.

What Should I Include in a Summary of My Research?

When summarizing your research, you should only include the most relevant information .

Remember to always refer to the original problem or question at hand and make the information easy to read and follow.

Your report should also include some next steps based on your findings.

Which Research Skill Is the Most Important?

The most important element to research is report writing .

Your research will be void if you are unable to compile the information clearly and communicate your findings.

Reporting is a skill that you will need to develop through practice .

Speak to your colleagues and ask for advice on how to improve your reporting techniques.

These skills can be invaluable and increase your employability.

How Can I Tell Good Sources From Bad Ones?

The ability to tell good sources from bad is one not everyone possesses.

However, it’s crucial to conduct high-quality research.

In general, you want to know who is telling you this information and why – what is their goal in telling you?

Further, you should aim to ascertain if they have any expertise in the area, either from certification , years of learning and practicing or lived experience.

You’re most at risk of accessing untrustworthy sources on the internet.

Anyone can post whatever information they like on the internet, and it can be very easy to come across.

Look out for the writer’s credentials at the bottom of the article to confirm its validity.

Also take a look at the publication's ‘About’ section to find out more about them and work out if you should use the information as authoritative.

Research skills are useful and transferable .

They make it possible to work smarter in the long term.

Adding them to your toolkit has a wealth of advantages, but they do require diligence and perseverance.

It’s crucial that you are aware of what good research skills are, so that you can put time and effort into improving them.

Additionally, take note of instances when you have used research skills to reach certain goals, whether it’s in school, at work or in your personal life.

As well as giving you examples to put on an application, this will also show you research skills are always beneficial .

You might also be interested in these other Wikijob articles:

Or explore the Interview Advice / Competencies sections.

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Fostering students’ motivation towards learning research skills: the role of autonomy, competence and relatedness support

Louise maddens.

1 Centre for Instructional Psychology and Technology, Faculty of Psychology and Educational Sciences, KU Leuven and KU Leuven Campus Kulak Kortrijk, Etienne Sabbelaan 51 – bus 7800, 8500 Kortrijk, Belgium

2 Itec, imec Research Group at KU Leuven, imec, Leuven, Belgium

3 Vives University of Applied Sciences, Kortrijk, Belgium

Fien Depaepe

Annelies raes.

In order to design learning environments that foster students’ research skills, one can draw on instructional design models for complex learning, such as the 4C/ID model (in: van Merriënboer and Kirschner, Ten steps to complex learning, Routledge, London, 2018). However, few attempts have been undertaken to foster students’ motivation towards learning complex skills in environments based on the 4C/ID model. This study explores the effects of providing autonomy, competence and relatedness support (in Deci and Ryan, Psychol Inquiry 11(4): 227–268, https://doi.org/10.1207/S15327965PLI1104_01, 2000) in a 4C/ID based online learning environment on upper secondary school behavioral sciences students’ cognitive and motivational outcomes. Students’ cognitive outcomes are measured by means of a research skills test consisting of short multiple choice and short answer items (in order to assess research skills in a broad way), and a research skills task in which students are asked to integrate their skills in writing a research proposal (in order to assess research skills in an integrative manner). Students’ motivational outcomes are measured by means of students’ autonomous and controlled motivation, and students’ amotivation. A pretest-intervention-posttest design was set up in order to compare 233 upper secondary school behavioral sciences students’ outcomes among (1) a 4C/ID based online learning environment condition, and (2) an identical condition additively providing support for students’ need satisfaction. Both learning environments proved equally effective in improving students’ scores on the research skills test. Students in the need supportive condition scored higher on the research skills task compared to their peers in the baseline condition. Students’ autonomous and controlled motivation were not affected by the intervention. Although, unexpectedly, students’ amotivation increased in both conditions, students’ amotivation was lower in the need supportive condition compared to students in the baseline condition. Theoretical relationships were established between students’ need satisfaction, students’ motivation (autonomous, controlled, and amotivation), and students’ cognitive outcomes. These findings are discussed taking into account the COVID-19 affected setting in which the study took place.

Introduction

Several scholars have argued that the process of learning research skills is often obstructed by motivational problems (Lehti & Lehtinen, 2005 ; Murtonen, 2005 ). Some even describe these issues as students having an aversion towards research (Pietersen, 2002 ). Examples of motivational problems are that students experience research courses as boring, inaccessible, or irrelevant to their daily lives (Braguglia & Jackson, 2012 ). In a research synthesis on teaching and learning research methods, Earley ( 2014 ) argues that students fail to see the relevance of research methods courses, are anxious or nervous about the course, are uninterested and unmotivated to learn the material, and have poor attitudes towards learning research skills. It should be mentioned that the studies mentioned above focused on the field of higher university education. In upper secondary education, to date, students’ motivation towards learning research skills has rarely been studied. As difficulties while learning research seem to relate to problems involving students’ previous experiences regarding learning research skills (Murtonen, 2005 ), we argue that fostering students’ motivation from secondary education onwards is a promising area of research.

The current study combines insights from instructional design theory and self-determination theory (SDT, Deci & Ryan, 2000 ), in order to investigate the cognitive and motivational effects of providing psychological need support (support for the need for autonomy, competence and relatedness) in a 4C/ID based (van Merriënboer & Kirschner, 2018 ) online learning environment fostering upper secondary schools students’ research skills. In the following section, we elaborate on the definition of research skills in the understudied domain of behavioral sciences; on 4C/ID (van Merriënboer & Kirschner, 2018 ) as an instructional design model for complex learning; and on self-determination theory and its related need theory (Deci & Ryan, 2000 ). In addition, the research questions addressed in the current study are outlined.

Conceptual framework

Research skills.

As described by Fischer et al., ( 2014 , p. 29), we define research skills 1 as a broad set of skills used “to understand how scientific knowledge is generated in different scientific disciplines, to evaluate the validity of science-related claims, to assess the relevance of new scientific concepts, methods, and findings, and to generate new knowledge using these concepts and methods”. Furthermore, eight scientific activities learners engage in while performing research are distinguished, namely: (1) problem identification, (2) questioning, (3) hypothesis generation, (4) construction and redesign of artefacts, (5) evidence generation, (6) evidence evaluation, (7) drawing conclusions, and (8) communicating and scrutinizing (Fischer et al., 2014 ). Fischer et al. ( 2014 ) argue that both the nature of, and the weights attributed to each of these activities, differ between domains. Intervention studies aiming to foster research skills are almost exclusively situated in natural sciences domains (Engelmann et al., 2016 ), leaving behavioral sciences domains largely understudied. The current study focuses on research skills in the understudied domain of behavioral sciences. We refer to the domain of behavioral sciences as the study of questions related to how people behave, and why they do so. Human behavior is understood in its broadest sense, and is the study of object in fields of psychology, educational sciences, cultural and social sciences.

The design of the learning environments used in this study is based on an existing instructional design model, namely the 4C/ID model (van Merriënboer & Kirschner, 2018 ). The 4C/ID model has been proven repeatedly effective in fostering complex skills (Costa et al., 2021 ), and thus drew our attention for the case of research skills, as research skills can be considered complex skills (it requires learners to integrate knowledge, skills and attitudes while performing complex learning tasks). Since the 4C/ID model focusses on supporting students’ cognitive outcomes, it might not be considered as relevant from a motivational point of view. However, since we argue that a deliberately designed learning environment from a cognitive point of view is an important prerequisite to provide qualitative motivational support, we briefly sketch the 4C/ID model and its characteristics. The 4C/ID model has a comprehensive character, integrating insights from different theories and models (Merrill, 2002 ), and highlights the relevance of four crucial components: learning tasks, supportive information, part task-practice, and just-in-time information. Central characteristics of these four components are that (a) high variability in authentic learning tasks is needed in order to deal with the complexity of the task; (b) supportive information is provided to the students in order to help them build mental models and strategies for solving the task under study (Cook & McDonald, 2008 ); (c) part-task practice is provided for recurrent skills that need to be automated; and (d) just-in-time (procedural) information is provided for recurrent skills.

Taking into account students’ cognitive struggles regarding research skills, and the existing research on the role of support in fostering research skills (see for example de Jong & van Joolingen, 1998 ), the 4C/ID model was found suitable to design a learning environment for research skills. This is partly because of its inclusion of (almost) all of the support found effective in the literature on research skills, such as providing direct access to domain information at the appropriate moment, providing learners with assignments, including model progression, the importance of students’ involvement in authentic activities, and so on (Chi, 2009 ; de Jong, 2006 ; de Jong & van Joolingen, 1998 ; Engelmann et al., 2016 ). While mainly implemented in vocational oriented programs, the 4C/ID model has been proposed as a good model to design learning environments aiming to foster research skills as well (Bastiaens et al., 2017 ; Maddens et al., 2020b ). Indeed, acquiring research skills requires complex learning processes (such as coordinating different constituent skills). Overall, the 4C/ID model can be considered to be highly suitable for designing learning environments aiming to foster research skills. Given its holistic design approach, it helps “to deal with complexity without losing sight of the interrelationships between the elements taught” (van Merriënboer & Kirschner, 2018 , p. 5).

Although the 4C/ID model has been used widely to construct learning environments enhancing students’ cognitive outcomes (see for example Fischer, 2018 ), research focusing on students’ motivational outcomes related to the 4C/ID model is scarce (van Merriënboer & Kirschner, 2018 ). Van Merriënboer and Kirschner ( 2018 ) suggest self-determination theory (SDT; Deci & Ryan, 2000 ) and its related need theory as a sound theoretical framework to investigate motivation in relation to 4C/ID.

Self-determination theory

Self-determination theory (SDT; Deci & Ryan, 2000 ) provides a broad framework for the study of motivation and distinguishes three types of motivation: amotivation (a lacking ability to self-regulate with respect to a behaviour), extrinsic motivation (extrinsically motivated behaviours, be they self-determined versus controlled), and intrinsic motivation (the ‘highest form’ of self-determined behaviour) (Deci & Ryan, 2000 ). According to Deci and Ryan ( 2000 , p. 237), intrinsic motivation can be considered “a standard against which the qualities of an extrinsically motivated behavior can be compared to determine its degree of self-determination”. Moreover, the authors (Deci & Ryan, 2000 , p. 237) argue that “extrinsic motivation does not typically become intrinsic motivation”. As the current study focuses on research skills in an academic context in which students did not voluntary chose to learn research skills, and thus learning research skills can be considered instrumental (directed to attaining a goal), the current study focuses on students’ amotivation, and students’ extrinsic motivation, realistically striving for the most self-determined types of extrinsic motivation.

Four types of extrinsic motivation are distinguished by SDT (external regulation, introjection, identification, and integration). These types can be categorized in two overarching types of motivation (autonomous and controlled motivation). Autonomous motivation contains the integrated and identified regulation towards a task (be it because the task is considered interesting, or because the task is considered personally relevant respectively). Controlled motivation refers to the external and introjected regulation towards the task (as a consequence of external or internal pressure respectively) (Vansteenkiste et al., 2009 ). More autonomous types of motivation have been found to be related to more positive cognitive and motivational outcomes (Deci & Ryan, 2000 ).

SDT further maintains that one should consider three innate psychological needs related to students’ motivation. These needs are the need for autonomy, the need for competence, and the need for relatedness. The need for autonomy can be described as the need to experience activities as being “concordant with one’s integrated sense of self” (Deci & Ryan, 2000 , p. 231). The need for competence refers to the need to feel effective when dealing with the environment (Deci & Ryan, 2000 ). The need for relatedness contains the need to have close relationships with others, including peers and teachers (Deci & Ryan, 2000 ). The satisfaction of these needs is hypothesized to be related to more internalization, and thus to more autonomous types of motivation (Deci & Ryan, 2000 ). This relationship has been studied frequently (for a recent overview, see Vansteenkiste et al., 2020 ). Indeed, research established the positive relationships between perceived autonomy (see for example Deci et al., 1996 ), perceived competence (see for example Vallerand & Reid, 1984 ), and perceived relatedness (see for example Ryan & Grolnick, 1986 for a self-report based study) with students’ more positive motivational outcomes. Apart from students’ need satisfaction, several scholars also aim to investigate need frustration as a different notion, as “it involves an active threat of the psychological needs (rather than a mere absence of need satisfaction)” (Vansteenkiste et al., 2020 , p. 9). In what follows, possible operationalizations are defined for the three needs.

Possible operationalizations of autonomy need support found in the literature are: teachers accepting irritation or negative feelings related to aspects of a task perceived as “uninteresting” (Reeve, 2006 ; Reeve & Jang, 2006 ; Reeve et al., 2002 ); providing a meaningful rationale in order to explain the value/usefulness of a certain task and stressing why involving in the task is important or why a rule exists (Deci & Ryan, 2000 ); using autonomy-supportive, inviting language (Deci et al., 1996 ); and allowing learners to regulate their own learning and to work at their own pace (Martin et al., 2018 ). Related to competence support, possible operationalizations are: providing a clear task rationale and providing structure (Reeve, 2006 ; Vansteenkiste et al., 2012 ); providing informational positive feedback after a learning activity (Deci et al., 1996 ; Martin et al., 2018 ; Vansteenkiste et al., 2012 ); providing an indication of progress and dividing content into manageable blocks (Martin et al., 2018 ; Schunk, 2003 ); and evaluating performance by means of previously introduced criteria (Ringeisen & Bürgermeister, 2015 ). Possible operationalizations concerning relatedness support are: teacher’s relational supports (Ringeisen & Bürgermeister, 2015 ); encouraging interaction between course participants and providing opportunities for learners to connect with each other (Butz & Stupnisky, 2017 ; van Merriënboer & Kirschner, 2018 ); using a warm and friendly approach or welcoming learners personally into a course (Martin et al., 2018 ); and offering a platform for learners to share ideas and to connect (Butz & Stupnisky, 2017 ; Martin et al., 2018 ).

In the current research, SDT is selected as a theoretical framework to investigate students’ motivation towards learning research skills, as, in contrast to other more purely goal-directed theories, it includes the concept of innate psychological needs or the Basic Psychological Need Theory (Deci & Ryan, 2000 ; Ryan, 1995 ; Vansteenkiste et al., 2020 ), and it describes the relation between these perceived needs and students’ autonomous motivation: higher levels of perceived needs relate to more autonomous forms of motivation. The inclusion of this need theory is considered an advantage in the case of research skills because research revealed problems of students with respect to both their feelings of competence in relation to research skills (Murtonen, 2005 ), as their feelings of autonomy in relation to research skills (Martin et al., 2018 ), as was indicated in the introduction. As such, fostering students’ psychological needs while learning research skills seems a promising way of fostering students’ motivation towards learning research skills.

4C/ID and SDT

One study (Bastiaens et al., 2017 ) was found to implement need support in 4C/ID based learning environments, comparing a traditional module, a 4C/ID based module and an autonomy supportive 4C/ID based module in a vocational undergraduate education context. Autonomy support was operationalized by means of providing choice to the learners. No main effect of the conditions was found on students’ motivation. Surprisingly, providing autonomy support did also not lead to an increase in students’ autonomy satisfaction. Similarly, no effects were found on students’ relatedness and competence satisfaction. Remarkably, students did qualitatively report positive experiences towards the need support, but this did not reflect in their quantitatively reported need experiences. In a previous study performed in the current research trajectory, Maddens et al. ( under review ) investigated the motivational effects of providing autonomy support in a 4C/ID based online learning environment fostering students’ research skills, compared to a learning environment not providing such support. Autonomy support was operationalized as stressing task meaningfulness to the students. Based on insights from self-determination theory, it was hypothesized that students in the autonomy condition would show more positive motivational outcomes compared to students in the baseline condition. However, results showed that students’ motivational outcomes appeared to be unaffected by the autonomy support. One possible explanation for this unexpected finding was that optimal circumstances for positive motivational outcomes are those that allow satisfaction of autonomy, competence, ánd relatedness support (Deci & Ryan, 2000 ; Niemiec & Ryan, 2009 ), and thus, that the intervention was insufficiently powerful for effects to occur. Autonomy support has often been manipulated in experimental research (Deci et al., 1994 ; Reeve et al., 2002 ; Sheldon & Filak, 2008 ). However, the three needs are rarely simultaneously manipulated (Sheldon & Filak, 2008 ).

Integrated need support

Although not making use of 4C/ID based learning environments, some scholars have focused on the impact of integrated (autonomy, competence and relatedness) need support on learners’ motivation. For example, Raes and Schellens ( 2015 ) found differential effects of a need supportive inquiry environment on upper secondary school students’ motivation: positive effects on autonomous motivation were only found in students in a general track, and not in students in a science track. This indicates that motivational effects of need-supportive environments might differ between tracks and disciplines. However, Raes and Schellens ( 2015 ) did not experimentally manipulate need support, as the learning environment was assumed to be need-supportive and was not compared to a non-need supportive learning environment. Pioneers in manipulating competence, relatedness and autonomy support in one study are Sheldon and Filak ( 2008 ), predicting need satisfaction and motivation based on a game-learning experience with introductory psychology students. Relatedness support (mainly operationalized by emphasizing interest in participants’ experiences in a caring way) had a significant effect on intrinsic motivation. Competence support (mainly operationalized by means of explicating positive expectations) had a marginal significant effect on intrinsic motivation. No main effects on intrinsic motivation were found regarding autonomy support (mainly operationalized by means of emphasizing choice, self-direction and participants’ perspective upon the task). However, as is often the case in motivational research based on SDT, the task at hand was quite straight forward (a timed task in which students try to form as many words as possible from a 4 × 4 letter grid), and thus, the applicability of the findings for providing need support in 4C/ID based learning environments for complex learning might be limited.

In the preceding section, several operationalizations of need support were discussed. Deci and Ryan ( 2000 ) argue that optimal circumstances for positive motivational outcomes are those that allow satisfaction of autonomy, competence, ánd relatedness support. However, such integrated need support has rarely been empirically studied (Sheldon & Filak, 2008 ). In addition, research investigating how need support can be implemented in learning environments based on the 4C/ID model is particularly scarce (van Merriënboer & Kirschner, 2018 ). This study aims to combine insights from instructional design theory for complex learning (van Merriënboer & Kirschner, 2018 ) and self-determination theory (Deci & Ryan, 2000 ) in order to investigate the motivational effects of providing need support in a 4C/ID based learning environment for students’ research skills. A pretest-intervention-posttest design is set up in order to compare 233 upper secondary school behavioral sciences students’ cognitive and motivational outcomes among two conditions: (1) a 4C/ID based online learning environment condition, and (2) an identical condition additively providing support for students’ need satisfaction. The following research questions are answered based on a combination of quantitative and qualitative data (see ‘method’): (1) Does a deliberately designed (4C/ID-based) learning environment improve students’ research skills, as measured by a research skills test and a research skills task? ; ( 2) What is the effect of providing autonomy, competence and relatedness support in a deliberately designed (4C/ID-based) learning environment fostering students’ research skills, on students’ motivational outcomes (i.e. students’ amotivation, autonomous motivation, controlled motivation, students’ perceived value/usefulness, and students’ perceived needs of competence, relatedness and autonomy)? ; (3) What are the relationships between students’ need satisfaction, students’ need frustration, students’ autonomous and controlled motivation and students’ cognitive outcomes (research skills test and research skills task)? ; (4) How do students experience need satisfaction and need frustration in a deliberately designed (4C/ID-based) learning environment? .

The first three questions are answered by means of quantitative data. Since the learning environment is constructed in line with existing instructional design principles for complex learning, we hypothesize that both learning environments will succeed in improving students’ research skills (RQ1). Relying on insights from self-determination theory (Deci & Ryan, 2000 ), we hypothesize that providing need support will enhance students’ autonomous motivation (RQ2). In addition, we hypothesize students’ need satisfaction to be positively related to students’ autonomous motivation (RQ3). These hypotheses on the relationship between students’ needs and students’ motivation rely on Vallerands’ ( 1997 ) finding that changes in motivation can be largely explained by students’ perceived competence, autonomy and relatedness (as psychological mediators). More specifically, Vallerand ( 1997 ) argues that environmental factors (in this case the characteristics of a learning environment) influence students’ perceptions of competence, autonomy, and relatedness, which, in turn, influence students’ motivation and other affective outcomes. In addition, based on the self-determination literature (Deci & Ryan, 2000 ), we expect students’ motivation to be positively related to students’ cognitive outcomes. In order to answer the fourth research question, qualitative data (students’ qualitative feedback on the learning environments) is analysed and categorized based on the need satisfaction and need frustration concepts (RQ4) in order to thoroughly capture the meaning of the quantitative results collected in light of RQ1–3. No hypotheses are formulated in this respect.

Methodology

Participants.

The study took place in authentic classroom settings in upper secondary behavioral sciences classes. In total, 233 students from 12 classes from eight schools in Flanders participated in the study. All participants are 11th or 12th grade students in a behavioral sciences track 2 in general upper secondary education in Flanders (Belgium). Classes were randomly assigned to one out of two experimental conditions. Of all 233 students, 105 students (with a mean age of 16.32, SD 0.90) worked in the baseline condition (of which 62% 11th grade students, 36% 12th grade students, and 2% not determined; and of which 31% male, 68% female, and 1% ‘other’), and 128 students (with a mean age of 16.02, SD 0.59) worked in the need supportive condition (of which 80% 11th grade students, and 20% 12th grade students; and of which 19% male, and 81% female). As the current study did not randomly assign students within classes to one out of the two conditions, this study should be considered quasi-experimental. Full randomization was considered but was not feasible as students worked in the learning environments in class, and would potentially notice the experimental differences when observing their peers working in the learning environment. As such, we argued that this would potentially cause bias in the study. By taking into account students’ pretest scores on the relevant variables (cognitive and motivational outcomes) as covariates, we aimed to adjust for inter-conditional differences. No such differences were found for students’ autonomous motivation t (226) =  − 0.115, p  < 0.909, d  = 0.015, and students’ amotivation t (226) =  − 0.658, p  < 0.511, d  =  − 0.088. However, differences were observed for students’ controlled motivation t (226) =  − 2.385, p  < 0.018, d  =  − 0.318, and students’ scores on the LRST pretest t (225) = − 5.200, p  < 0.001, d  =  − 0.695.

Study design and procedure

In a pretest session of maximum two lesson hours, the Leuven Research Skills Test (LRST, Maddens et al., 2020a ), the Academic Self-Regulation Scale (ASRS, Vansteenkiste et al., 2009 ), and four items related to students’ amotivation (Aydin et al., 2014 ) were administered in class via an online questionnaire, under supervision of the teacher. In the subsequent eight weeks, participants worked in the online learning environment, one hour a week. Out of the 233 participating students, 105 students studied in a baseline online learning environment. The baseline online learning environment 3 is systematically designed using existing instructional design principles for complex learning based on the 4C/ID model (van Merriënboer & Kirschner, 2018 ). All four components of the 4C/ID model were taken into account in the design process: regarding the first component, the learning tasks included real-life, authentic cases. More specifically, tasks were selected from the domains of psychology, educational sciences and sociology. As such, there was a large variety in the cases used in the learning tasks. This large variety in learning tasks is expected to facilitate transfer of learners’ research skills in a wide range of contexts. Furthermore, the tasks were ill-structured and required learners to make judgments, in order to provoke deep learning processes. Regarding the second component, supportive information was provided for complex tasks in the learning environment, such as formulating a research question, where students can consult general information on what constitutes a good research question, can consult examples or demonstrations of this general information, and can receive cognitive feedback on their answers (for example by means of example answers). Examples of the implementation of the third component (procedural information) are the provision of information on how to recognize a dependent and an independent variable by means of on-demand (just-in-time) presentation by means of pop-ups; information on how to use Boolean operators; and information on how to read a graph. To avoid split attention, this kind of information was integrated with the task environment itself (van Merriënboer & Kirschner, 2018 ). Finally, the fourth component, part-task-practice (by means of short tests) was implemented for routine aspects of research skills that should be automated, for example the formulation of a search query.

The remaining participating students ( n  = 128) completed an adapted version of the baseline online learning environment, in which autonomy, relatedness and competence support are provided. In total, need support consisted of 12 implementations (four implementations for each need), based on existing research on need support. An overview of these adaptations can be found in Tables ​ Tables1 1 and ​ and2. 2 . Although, ideally, students would work in class, under supervision of their teacher, this was not possible for all classes, due to the COVID-19 restrictions. 4 As a consequence, some students completed the learning environment partly at home. All students were supervised by their teachers (be it virtually or in class), and the researcher kept track of students’ overall activities in order to be able to contact students who did not complete the main activities. During the last two sessions of the intervention, participants submitted a two-pages long research proposal (“two-pager”). One week after the intervention, the LRST (Maddens et al., 2020a ), the ASRS (Vansteenkiste et al., 2009 ), four items related to students’ amotivation (Aydin et al., 2014 ), the value/usefulness scale (Ryan, 1982 ) and the Basic Psychological Need Satisfaction and Frustration Scale (BPNSNF, Chen et al., 2015 ) were administered in a posttest session of maximum two hours. Although most classes succeeded in organizing this posttest session in class, for some classes this posttest was administered at home. However, all classes were supervised by the teacher (be it virtually or in class). These contextual differences at the test moments will be reflected upon in the discussion section.

Adaptations online learning environment

Overview instruments

a When administered at both pretest and posttest level (see ‘procedure’), the internal consistency values are reported respectively

Instruments

In this section, we elaborate on the tests used during the pretest and the posttest. Example items for each scale are presented in Appendix 1.

Motivational outcomes

In the current study, two groups of motivational outcomes are assessed: (1) students’ need satisfaction and frustration, and students’ experiences of value/usefulness; and (2) students’ level of autonomous motivation, controlled motivation, and amotivation. When administered at both pretest and posttest level (see ‘procedure’), the internal consistency values are reported respectively.

The BPNSNF-training scale (The Basic Psychological Need Satisfaction and Frustration Scale, Chen et al., 2015 ; translated version Aelterman et al., 2016 5 ) measured students’ need satisfaction and need frustration while working in the learning environment, and consists of 24 items (four items per scale): (autonomy satisfaction, α  = 0.67; ω = 0.67; autonomy frustration, α  = 0.76; ω = 0.76; relatedness satisfaction, α  = 0.79; ω = 0.79; relatedness frustration, α  = 0.60; ω = 0.61; competence satisfaction, α  = 0.72; ω = 0.73; competence frustration, α  = 0.68; ω = 0.67). The items are Likert-type items ranging from one (not at all true) to five (entirely true). Although the current study focusses mainly on students’ need satisfaction, the scales regarding students’ need frustration are included in order to be able to also detect students’ potential ill-being and in order to detect potential critical issues regarding students’ needs. In addition to the BPNSNF, by means of seven Likert-type items ranging from one (not at all true) to seven (entirely true), the (for the purpose of this research translated) value/usefulness scale of the Intrinsic Motivation Inventory (IMI, Ryan, 1982 ) measured to what extent students valued the activities of the online learning environment ( α  = 0.92; ω = 0.92). Since in the research skills literature problems have been observed related to students’ perceived value/usefulness of research skills (Earley, 2014 ; Murtonen, 2005 ), and this concept is not sufficiently stressed in the BPNSNF-scale, we found it useful to include this value/usefulness scale to the study. The difference in the range of the answer possibilities (one to five vs one to seven) exists because we wanted to keep the range as initially prescribed by the authors of each instrument. All motivational measures are calculated by adding the scores on every item, and dividing this sum score by the number of items on a scale, leading to continuous outcomes. Although the IMI and the BPNSNF targeted students’ experiences while completing the online learning environment, these measures were administered during the posttest. Thus, students had to think retrospectively about their experiences. In order to prevent cognitive overload while completing the online learning environment, these measures were not administered during the intervention itself.

Students’ autonomous and controlled motivation towards learning research skills was measured by means of the Dutch version of the Academic Self-Regulation Scale (ASRS; Vansteenkiste et al., 2009 ), adapted to ‘ research skills ’. The ASRS consists of Likert-type items ranging from one (do not agree at all) to five (totally agree), and contains eight items per subscale (autonomous and controlled motivation). In the autonomous motivation scale, four items are related to identified regulation, and four items are related to intrinsic motivation. 6 In the controlled motivation scale, four items are related to external regulation, and four items are related to introjected regulation. Both scales (autonomous motivation and controlled motivation) indicated good internal consistency for the study’s data (autonomous motivation: α  = 0.91; 0.92; ω = 0.90; 0.92; controlled motivation: α  = 0.83; 0.86; ω = 0.82; 0.85). The items were adapted to the domain under study (motivation to learn about research skills). Based on students’ motivational issues related to research skills, we found it useful to also include a scale to assess students’ amotivation. This was measured with (for the purpose of the current research translated) four items related to students’ amotivation regarding learning research skills, adapted from Academic Motivation Scale for Learning Biology (Aydin et al., 2014 ) ( α  = 0.80; 0.75; ω = 0.81; 0.75). Also this measure consist of Likert-type items ranging from one (do not agree at all) to five (totally agree).

Cognitive outcomes

Students’ research skills proficiency was measured by means of a research skills test (Maddens et al., 2020a ) and a research skills task.

The research skills test used in this study is the LRST (Maddens et al., 2020a ) consisting of a combination of 37 open ended and close ended items ( α  = 0.79; 0.82; ω = 0.78; ω = 0.80 for this data set), administered via an online questionnaire. Each item of the LRST is related to one of the eight epistemic activities regarding research skills as mentioned in the introduction (Fischer et al., 2014 ), and is scored as 0 or 1. The total score on the LRST is calculated by adding the mean subscale scores (related to the eight epistemic activities), and dividing them by eight (the number of scales). In a previous study (Maddens et al., 2020a ), the LRST was checked and found suitable in light of interrater reliability ( κ  = 0.89). As the same researchers assessed the same test with a similar cohort in the current study, the interrater reliability was not calculated for this study.

In the research skills task (“two pager task”), students were asked to write a research proposal of maximum two pages long. The concrete instructions for this research proposal are given in Appendix 1. In this research proposal, students were asked to formulate a research question and its relevance; to explain how they would tackle this research question (method and participants); to explain their hypotheses or expectations; and to explain how they would communicate their results. The two-pager task was analyzed using a pairwise comparison technique, in which four evaluators (i.e. the four authors of this paper) made comparative judgements by comparing two two-pagers at a time, and indicating which two-pager they think is best. All four evaluators are researchers in educational sciences and are familiar with the research project and with assessing students’ texts. This shared understanding and expertise is a prerequisite for obtaining reliable results (Lesterhuis et al., 2018 ). The comparison technique is performed by means of the Comproved tool ( https://comproved.com ). As described by Lesterhuis et al. ( 2018 , p. 18), “the comparative judgement method involves assessing a text on its overall quality. However, instead of requiring an assessor to assign an absolute score to a single text, comparative judgement simplifies the process to a decision about which of two texts is better”. In total, 1635 comparisons were made (each evaluator made 545 comparisons), and this led to a (interrater)reliability score of 0.79. In a next step, these comparative judgements were used to rank the 218 products (15 students did not submit a two-pager) on their quality; and the products were graded based on their ranking. This method was used to grade the two-pagers because it facilitates the holistic evaluation of the tasks, based on the judgement of multiple experts (interrater reliability).

Qualitative feedback

Students’ experiences with the online learning environment were investigated in the online learning environment itself. After completing the learning environment, students were asked how they experienced the tasks, the theory, the opportunity to post answers in the forum and to ask questions via the chat, what they liked or disliked in the online learning environment, and what they disliked in the online learning environment (Fig.  1 ).

Study overview

The first research question (” Does a deliberately designed (4C/ID-based) learning environment improve students’ research skills, as measured by a research skills test and a research skills task?” ) is answered by means of a paired samples t -test in order to look for overall improvements in order to detect potential general trends, followed by a full factorial MANCOVA, as this allows us to investigate the effectiveness for both conditions taking into account students’ pretest scores. Hence, the condition is included as an experimental factor, and students’ scores on the LRST and the two-pager task are included as continuous outcome variables. Students’ pretest scores on the LRST are included as a covariate. Prior to the analysis, a MANCOVA model is defined taking into account possible interaction effects between the experimental factor and the covariate.

The second research question (“ What is the effect of providing autonomy, competence and relatedness support in a deliberately designed (4C/ID-based) learning environment fostering students’ research skills, on students’ motivational outcomes, i.e. students’ amotivation, autonomous motivation, controlled motivation, students’ perceived value/usefulness, and students’ perceived needs of competence, relatedness and autonomy)?”) ;) is answered by means of a full factorial MANCOVA. The condition (need satisfaction condition versus baseline condition) is included as an experimental factor, and students’ responses on the value/usefulness, autonomous and controlled motivation, amotivation, and need satisfaction scales are included as continuous outcome variables. ASRS pretest scores (autonomous and controlled motivation) are included as covariates in order to test the differences between group means, adjusted for students’ a priori motivation. Prior to the analysis, a MANCOVA model is defined taking into account possible interaction effects between the experimental factor and the covariates, and assumptions to be met to perform a MANCOVA are checked. 7

The third research question ( “ What are the relationships between students’ need satisfaction, students’ need frustration, students’ autonomous and controlled motivation and students’ cognitive outcomes (research skills test and research skills task)?” ), is initially answered by means of five multiple regression analyses. The first three regressions include the need satisfaction and frustration scales, and students’ value/usefulness as independent variables, and students’ (1) autonomous motivation, (2) controlled motivation, and (3) amotivation as dependent variables. The fourth and fifth regressions include students’ autonomous motivation, controlled motivation, and amotivation as independent variables, and students’ (4) LRST scores, and (5) scores on the two-pager task as dependent variables. As a follow-up analysis (see ‘ results ’) two additional regression analyses are performed to look into the direct relationships between students’ perceived needs and students’ experienced value/usefulness, with students’ cognitive outcomes (LRST (6) and two-pager (7)). As the goal of this analysis is to investigate the relationships between variables as described in SDT research, this analysis focuses on the full sample, rather than distinguishing between the two conditions. An ‘Enter’ method (Field, 2013 ) is used in order to enter the independent variables simultaneously (in line with Sheldon et al., 2008 ).

The fourth research question (“ How do students experience need satisfaction and need frustration in a deliberately designed (4C/ID-based) learning environment?” ) is analyzed by means of the knowledge management tool Citavi. Based on the theoretical framework, students’ experiences are labeled by the codes ‘autonomy satisfaction, autonomy frustration, competence satisfaction, competence frustration, relatedness satisfaction, and relatedness frustration’. For example, students’ quotes referring to the value/usefulness of the learning environment, are labeled as ‘autonomy satisfaction’ or ‘autonomy frustration’. Students’ references towards their feelings of mastery of the learning content are labeled as ‘competence satisfaction’ or ‘competence frustration’. Students’ quotes regarding their relationships with peers and teachers are labeled as ‘relatedness satisfaction’ or ‘relatedness frustration’ (Fig.  2 ).

Overview variables

Does the deliberately designed (4C/ID based) learning environments improve students’ research skills, as measured by a research skills test and a research skills task?

Paired samples t -test. A paired samples t -test reveals that, in general, students ( n  = 210) improved on the LRST-posttest ( M  = 0.57, SD  = 0.16) compared to the pretest ( M  = 0.51, SD  = 0.15) (range 0–1). The difference between the posttest and the pretest is significant t (209) =  − 8.215, p  < 0.001, d 8  =  − 0.567. The correlation between the LRST pretest and posttest is 0.70 ( p  < 0.010).

MANCOVA. A MANCOVA model ( n  = 196) was defined checking for possible interaction effects between the experimental factor and the covariate in order to control for the assumption of ‘independence of the covariate and treatment effect’ (Field, 2013 ). The covariate LRST pretest did not show significant interaction effects for the two outcome variables LRST post ( p  = 0.259) and the two-pager task ( p  = 0.702). The correlation between the outcome variables (LRST post and two-pager), is 0.28 ( p  < 0.050).

Of all 233 students, 36 students were excluded from the main analysis because of missing data (for example, because they were absent during a pretest or posttest moment). These students were excluded by means of a listwise deletion method because we found it important to use a complete dataset, since, in a lot of cases, students who did not complete the pretest or posttest, did also not complete the entire learning environment. Including partial data for these students could bias the results. The baseline condition counted 86 students, and the need satisfaction condition counted 111 students. Using Pillai’s Trace [ V  = 0.070, F (2,193) = 7.285, p  ≤ 0.001], there was a significant effect of the condition on the cognitive outcome variables, taking into account students’ LRST pretest scores. Separate univariate ANOVAs on the outcome variables revealed no significant effect of the condition on the LRST posttest measure, F (1,194) = 2.45, p  = 0.120. However, a significant effect of condition was found on the two-pager scores, F (1,194) = 13.69, p  < 0.001 (in the baseline group, the mean score was 6,6/20; in the need condition group, the mean score was 7,6/20). It should be mentioned that both scores are rather low.

What is the effect of providing autonomy, competence and relatedness support in a deliberately designed (4C/ID based) learning environment fostering students’ research skills, on students’ motivational outcomes (students’ amotivation, autonomous motivation, controlled motivation, students’ perceived value/usefulness, and students’ perceived needs of competence, relatedness and autonomy)?

Paired samples t -tests. The correlations between students’ pretest and posttestscores for the motivational measures are 0.67 ( p  < 0.010) for autonomous motivation; 0.44 ( p  < 0.010) for controlled motivation, and 0.38 for amotivation ( p  < 0.010). Regarding the differences in students’ motivation, three unexpected findings were observed. Overall, students’ ( n  = 215) amotivation was higher on the posttest ( M  = 2.26, SD  = 0.89) compared to the pretest ( M  = 1.77, SD  = 0.79) (based on a score between 1 and 5). The difference between the posttest and the pretest is significant t (214) =  − 7.69, p  < 0.001, d  =  − 0.524. Further analyses learn that the amotivation means in the baseline group increased with 0.65, and the amotivation in the need support group increased with 0.37. In addition, students’ ( n  = 215) autonomous motivation was higher on the pretest ( M  = 2.81, SD  = 0.81) compared to the posttest ( M  = 2.64, SD  = 0.82). The difference between the posttest and the pretest is significant t (214) = 3.72, p  < 0.001, d  = 0.254. Students’ mean scores on autonomous motivation in the baseline condition decreased with 0.19, and students’ autonomous motivation in the need support condition decreased with 0.15. Students’ ( n  = 215) controlled motivation was higher on the posttest ( M  = 2.33, SD  = 0.75) compared to the pretest ( M  = 1.93, SD  = 0.67). The difference between the posttest and the pretest is significant t (214) =  − 07.72, p  < 0.001, d  =  − 0.527. Students’ controlled motivation in the baseline group increased with 0.36, and students’ controlled motivation in the need support group increased with 0.43. However, overall, all mean scores are and stay below neutral score (below 3), indicating robust low autonomous, controlled and amotivation scores (see Table ​ Table3). 3 ). An independent samples T -test on the mean differences between these measures shows that the increases/decreases on autonomous motivation [ t (213) =  − 0.506, p  = 0.613, d  =  − 0.069] and controlled motivation [ t (213) =  − 0.656, p  = 0.513, d  =  − 0.090] did not differ between the two groups. However, the increases in amotivation [ t (213) = 2.196, p  = 0.029, d  = 0.301] does differ significantly between the two conditions. More specifically, the increase was lower in the need supportive condition compared to the baseline condition.

Mean scores and standard deviations motivational variables

a Overall, students’ ( n  = 215) autonomous motivation was significantly higher on the pretest compared to the posttest ( t (214) 3.72, p  ≤ 0.001, d  = 0.254

b Students’ (n = 215) controlled motivation was significantly higher on the posttest compared to the pretest ( t (214) =  − 7.72, p  ≤ 0.001, d  =  − 0.527

c Students’ ( n  = 215) amotivation was significantly higher on the posttest compared to the pretest ( t (214) =  − 07,69, p  ≤ 0.001, d  =  − 0.534)

MANCOVA. Of all 233 students, 18 students were excluded from the analysis because of missing data (for example, because they were absent during a pretest or posttest moment). Compared to the cognitive analyses, the amount of missing data is lower concerning motivational outcomes since, concerning the cognitive outcomes, some students did not complete the two-pager task. However, we found it important to use all relevant data and chose to report this is in a clear way. In total, the baseline condition counted 97 students, and the experimental condition counted 118 students. Similar to the analysis for the cognitive outcomes, a MANCOVA model was defined to check for possible interaction effects between the experimental factor and the covariate in order to control for the assumption of ‘independence of the covariate and treatment effect’ (Field, 2013 ). The covariates did not show significant interaction effects for the outcome variables. 9

Using Pillai’s Trace [ V  = 0.113, F (10,201) = 2.558, p  = 0.006], there was a significant effect of condition on the motivational variables, taking into account students’ autonomous and controlled pretest scores, and students’ a priori amotivation. Separate univariate ANOVAs on the outcome variables revealed a significant effect of the condition on the outcome variables amotivation, F (1,210) = 3.98, p  = 0.047; and relatedness satisfaction F (1,210) = 6.41, p  = 0.012. As was hypothesized, students in the need satisfaction group reported less amotivation ( M  = 2.38), compared to students in the baseline group ( M  = 2.18). In contrast to what was hypothesized, students in the need satisfaction group reported less relatedness satisfaction ( M  = 2.43) compared to students in the baseline group ( M  = 2.73), and no significant effects of condition were found on the outcome variables autonomous motivation post, controlled motivation post, value/usefulness, autonomy satisfaction, autonomy frustration, competence satisfaction, competence frustration, and relatedness frustration. Table ​ Table4 4 shows the correlations between the motivational outcome variables.

Correlations motivational outcome variables

AM autonomous motivation, CM controlled motivation, AMOT amotivation, VU value/usefulness, AS autonomy satisfaction, AF autonomy frustration, CS competence satisfaction, CF competence frustration, RS relatedness satisfaction, RF relatedness frustration

**Correlation is significant at the 0.010 level (2-tailed)

*Correlation is significant at the 0.050 level (2-tailed)

What are the relationships between students’ need satisfaction, students’ need frustration, students’ autonomous and controlled motivation and students’ cognitive outcomes (research skills test and research skills task)?

The third research question (investigating the relationships between students’ need satisfaction, students’ motivation and students’ cognitive outcomes), is answered by means of five multiple regression analyses. The first three regressions include the need satisfaction and frustration scales, and students value/usefulness as independent variables, and students’ (1) autonomous motivation, (2) controlled motivation, and (3) amotivation as dependent variables ( n  = 219). The fourth and fifth regressions include students’ autonomous motivation, controlled motivation, and amotivation as independent variables, and students’ (4) LRST scores ( n  = 215), and (5) scores on the two-pager task as dependent variables ( n  = 206). Table ​ Table4 4 depicts the correlations for the first three analyses. Table ​ Table5 5 depicts the correlations for the last two analyses.

Correlations motivational and cognitive outcome variables

AM  autonomous motivation, CM  controlled motivation, AMOT  amotivation, LRST  score on LRST, Twopager  score on Twopager

In Table ​ Table3, 3 , we can see that students in both conditions experience average competence and autonomy satisfaction. However, students’ relatedness satisfaction seems low in both conditions. This finding will be further discussed in the discussion section. For autonomous motivation, a significant regression equation was found F (7,211) = 37.453, p  < 0.001. The regression analysis (see Table ​ Table5) 5 ) further reveals that all three satisfaction scores (competence satisfaction, relatedness satisfaction and autonomy satisfaction) contribute positively to students’ autonomous motivation, as does students’ experienced value/usefulness. Also for students’ controlled motivation a significant regression equation was found F (7,211) = 8.236, p  < 0.001, with students’ autonomy frustration and students’ relatedness satisfaction contributing to students’ controlled motivation. The aforementioned relationships are in line with the expectations. However, we noticed that relatedness satisfaction contributed to students’ controlled motivation in the opposite direction of what was expected (the higher students’ relatedness satisfaction, the lower students’ controlled motivation). This finding will be reflected upon in the discussion section. Also for students’ amotivation, a significant regression equation was found F (7,211) = 7.913, p  < 0.001. Students’ autonomy frustration, competence frustration and students’ value/usefulness contributed to students’ amotivation in an expected way. Also for cognitive outcomes related to the research skills test, a significant regression equation was found F (3,211) = 8.351, p  < 0.001. In line with the expectations, the regression analysis revealed that the higher students’ amotivation, the lower students’ scores on the research skills test. No significant regression equation was found for the outcome variable related to the research skills task F (3,202) = 0.954, p  < 0.416. For all regression equations, the R 2 and the exact regression weights are presented in Table ​ Table6 6 .

Linear model of predictors of autonomous motivation, controlled motivation, amotivation, LRST scores, and two-pager scores with beta values, standard errors, standardized beta values and significance values

*Significant at .050 level

As a follow-up analysis and in order to better understand the outcomes, we decided to also look into the direct relationships between students’ perceived needs and students’ experienced value/usefulness, with students’ cognitive outcomes (LRST and two-pager) by means of two additional regression analyses. The motivation behind this decision relates to possible issues regarding the motivational measures used, which might complicate the investigation of indirect relationships (see discussion). The results are provided in Table ​ Table7, 7 , and show that both for the LRST and the two-pager, respectively, a significant [ F (7,207) = 4.252, p  < 0.001] and marginally significant regression weight [ F (7,199) = 2.029, p  = 0.053] was found. More specifically, students’ relatedness satisfaction and students’ perceived value/usefulness contribute to students’ scores on the two-pager and on the research skills test. As one would expect, we see that the higher students’ value/usefulness, the higher students’ scores on both cognitive outcomes. In contrast to one would expect, we found that the higher students’ relatedness satisfaction, the lower students’ scores on the cognitive outcomes. These findings are reflected upon in the discussion section.

Linear model of predictors of LRST scores, and two-pager scores with beta values, standard errors, standardized beta values and significance values

How do students experience need satisfaction and need frustration in a deliberately designed (4C/ID based) learning environment?

As was mentioned in the method section, the fourth research question was analysed by labelling students’ qualitative feedback by the codes ‘autonomy satisfaction, autonomy frustration, competence satisfaction, competence frustration, relatedness satisfaction, and relatedness frustration’. By means of this approach, we could analyse students’ need experiences in a fine grained manner. When students’ quotes were applicable to more than one code, they were labelled with different codes. In what follows, students’ quotes are indicated with the codes “BC” (baseline condition) or “NSC” (need satisfaction condition) in order to indicate which learning environment the student completed. Of all 233 students, 124 students provided qualitative feedback (44 in BC and 80 in NSC). In total, 266 quotes were labeled. Autonomy satisfaction was coded 40 times BC and 41 times in NSC; autonomy frustration was coded 13 times in BC and four times in NSC; competence satisfaction was coded 28 times in BC and 34 times in NSC; competence frustration was coded 31 times in BC and 27 times in NSC; relatedness satisfaction was coded 10 times in BC and 16 times in NSC; and relatedness frustration was coded five times in BC and 17 times in NSC. Several observations could be drawn from the qualitative data.

Related to autonomy satisfaction , in both conditions, several students explicitly mentioned the personal value and usefulness of what they had learned in the learning environment. While in the baseline condition, these references were often vague (“Now I know what people expect from me next year ”; “I think I might use this information in the future ”); some references appeared to be more specific in the need support condition (“I want to study psychology and I think I can use this information!”; “This is a good preparation for higher education and university ”; “I can use this information to write an essay ”; “I think the theory was interesting, because you are sure you will need it once. I don’t always have that feeling during a normal lesson in school”). In addition, students in both conditions mentioned that they found the material interesting, and that they appreciated the online format: “It’s different then just listening to a teacher, I kept interested because of the large variety in exercises and overall, I found it fun” (NSC).

Several comments were coded as ‘ autonomy frustration’ in both conditions. Some students indicated that they found the material “useless” (BC), or that “they did not remember that much” (BC). Others found the material “uninteresting” (BC), “heavy and boring” (NSC) or “not fun” (BC). In addition, some students “did not like to complete the assignments” (NSC), or “prefer a book to learn theory” (NSC).

Related to competence satisfaction , students in both conditions found the material “clear” (BC, NSC). In addition, students’ appreciated the example answers, the difficulty rate (“Some exercises were hard, but that is good. That’s a sign you’re learning something new” (NSC)), and the fact that the theory was segmented in several parts. In addition, students recognized that the material required complex skills: “I learned a lot, you had to think deeper or gain insights in order to solve the exercises” (NSC), “you really had to think to complete the exercises” (NSC). In the need satisfaction group, several quotes were labelled related to the specific need support provided. For example, students indicated that they appreciated the forum option: “If something was not clear, you could check your peer’s answers” (NSC). Students also valued the fact that they could work at their own pace: “I found it very good that we could solve everything at our own pace” (NSC); “good that you could choose your own pace, and if something was not clear to you, you could reread it at your own pace” (NSC). In addition, students appreciated the immediate feedback provided by the researcher “I found it very good that we received personal feedback from xxx (name researcher). That way, I knew whether I understood the theory correctly” (NSC); and the fact that they could indicate their progress “It was good that you could see how far you proceeded in the learning environment” (NSC).

In both the baseline and the need supportive condition, there were also several comments related to competence frustration . For example, students found exercises vague, unclear or too difficult. While students, overall, understood the theory provided, applying the theory to an integrative assignment appears to be very difficult: “I did understand the several parts of the learning environment, but I did not succeed in writing a research proposal myself” (NSC). “I just found it hard to respond to questions. When I had to write my two-pager research proposal, I really struggled. I really felt like I was doing it entirely wrong” (NSC)). In addition, a lot comments related to the fact that the theory was a lot to process in a short time frame, and therefore, students indicated that it was hard to remember all the theory provided. In addition, this led pressure in some students: “Sometimes, I experiences pressure. When you see that your peers are finished, you automatically start working faster.” (BC).

Concerning relatedness satisfaction , in the baseline condition, students appreciated the chat function “you could help each other and it was interesting to hear each other’s opinions about the topics we were working on” (BC). However, most students indicated that they did not make use of the chat or forum options. In the need satisfaction condition, students appreciated the forum and the chat function: “You knew you could always ask questions. This helped to process the learning material” (NSC), “My peers’ answers inspired me” (NSC), “Thanks to the chat function, I felt more connected to my peers” (NSC). In addition, students in the need satisfaction condition appreciated the fact that they could contact the researcher any time.

Several students made comments related to relatedness frustration . In both groups, students missed the ‘live teaching’: “I tried my best, but sometimes I did not like it, because you do not receive the information in ‘real time’, but through videos” (BC). In addition, students missed their peers: “We had to complete the environment individually” (BC). While some students appreciated the opportunity of a forum, other students found this possibility stressful: “I think the forum is very scary. I posted everything I had to, but I found it very scary that everyone can see what you post” (NSC). Others did not like the fact that they needed to work individually: “Sometimes I lost my attention because no one was watching my screen with me” (NSC); “I found it hard because this was new information and we could not discuss it with each other” (NSC); “I felt lonely” (NSC); “It is hard to complete exercises without the help of a teacher. In the future this will happen more often, so I guess I will have to get used to it” (NSC); “When I see the teacher physically, I feel less reluctant to ask questions” (NSC).

The current intervention study aimed at exploring the motivational and cognitive effects of providing need support in an online learning environment fostering upper secondary school students’ research skills. More specifically, we investigated the impact of autonomy, competence and relatedness support in an online learning environment on students’ scores on a research skills test, a research skills task, students’ autonomous motivation, controlled motivation, amotivation, need satisfaction, need frustration, and experienced value/usefulness. Adopting a pretest-intervention-posttest design approach, 233 upper secondary school behavioral sciences students’ motivational outcomes were compared among two conditions: (1) a 4C/ID inspired online learning environment condition (baseline condition), and (2) a condition with an identical online learning environment additively providing support for students’ autonomy, relatedness and competence need satisfaction (need supportive condition). This study aims to contribute to the literature by exploring the integration of need support for all three needs (the need for competence, relatedness and autonomy) in an ecologically valid setting. In what follows, the findings are discussed taking into account the COVID-19 affected circumstances in which the study took place.

As was hypothesized based on existing research (Costa et al., 2021 ), results showed significant learning gains on the LRST cognitive measure in both conditions, pointing out that the learning environments in general succeeded in improving students’ research skills. The current study did not find any significant differences in these learning gains between both conditions. Controlling for a priori differences between the conditions on the LRST pretest measure, students in the need support condition did exceed students in the baseline condition on the two-pager task. However, overall, the scores on the research skills task were quite low, pointing to the fact that students still seem to struggle in writing a research proposal. This task can be considered more complex (van Merriënboer & Kirschner, 2018 ) than the research skills test, as students are required to combine their conceptual and procedural knowledge in one assignment. Indeed, in the qualitative feedback, students indicate that they understand the theory and are able to apply the theory in basic exercises, but that they struggle in integrating their knowledge in a research proposal. Future research could set up more extensive interventions explicitly targeting students’ progress while writing a research proposal, for example using development portfolios (van Merriënboer et al., 2006 ).

The effect of the intervention on the motivational outcome measures was investigated. Since we experimentally manipulated need support, this study hypothesized that students in the need supportive condition would show higher scores for autonomous motivation, value/usefulness and need satisfaction; and lower scores for controlled motivation, amotivation and need frustration compared to students in the baseline condition (Deci & Ryan, 2000 ). However, the analyses showed that students in the conditions did not differ on the value/usefulness, autonomy satisfaction, autonomy frustration, competence satisfaction, competence frustration and relatedness frustration measures. In contrast to what was hypothesized, students’ in the baseline condition reported higher relatedness satisfaction compared to students in the need supportive condition. No differences were found in students’ autonomous motivation and controlled motivation. However, as was expected, students in the need supportive conditions did report lower levels of amotivation compared to students in the baseline condition. Still, for the current study, one could question the role of the need support in this respect, as the current intervention did not succeed in manipulating students’ need experiences. In what follows, possible explanations for these findings are outlined in light of the existing literature.

Need experiences

A first observation based on the findings as described above is that the intervention did not succeed in manipulating students’ need satisfaction, need frustration and value/usefulness in an expected way. One effect was found of condition on relatedness satisfaction, but in the opposite direction of what was expected. We did not find a conclusive explanation for this unanticipated finding, but we do argue that the COVID-19 related measures at play during the intervention could have impacted this result. This will be reflected upon later in this discussion (limitations). In both conditions, students seem to be averagely satisfied regarding autonomy and competence in the 4C/ID based learning environments. This might be explained by the fact that 4C/ID based learning environments inherently foster students’ perceived competence because of the attention for structure and guidance, and the fact that the use of authentic tasks can be considered autonomy supportive (Bastiaens & Martens, 2007). However, we see that students experience low relatedness satisfaction in both conditions. The fact that the learning environment was organized entirely online might have influenced this result. While one might also partly address this low relatedness satisfaction to the COVID-19 circumstances at play during the study, this hypothetical explanation does not hold entirely since also in a previous non COVID-affected study in this research trajectory (Maddens et al., under review ), students’ relatedness satisfaction was found to be low. This finding, combined with findings from students’ qualitative feedback clearly indicating relatedness frustration, we argue that future research could focus on the question as how to provide need for relatedness support in 4C/ID based learning environments. On a more general level, this raises the question how opportunities for discussions and collaboration can be included in 4C/ID based learning environments. For example, organizing ‘real classroom interactions’ or performing assignments in groups (see also the suggestion of van Merriënboer & Kirschner, 2018 ), might be important in fostering students’ relatedness satisfaction (Salomon, 2002 ) . As argued by Wang et al. ( 2019 ), relatedness support is clearly understudied, for a long time often even ignored, in the SDT literature. Recently, relatedness is beginning to receive more attention, and has been found a strong predictor of autonomous motivation in the classroom (Wang et al., 2019 ).

Possibly, the need support provided in the learning environment was insufficient or inadequate to foster students’ need experiences. However, as the implementations were based on the existing literature (Deci & Ryan, 2000 ), this finding can be considered surprising. In addition, we derive from the qualitative feedback that students seem to value the need support provided in the learning environment. These contradictory observations are in line with previous research (Bastiaens et al., 2017 ), and call for further investigation.

Autonomous motivation, controlled motivation, amotivation

A second observation is that, in both conditions, students seem to hold low autonomous motivation and low controlled motivation towards learning research. On average, also students’ amotivation is low. The fact that students are not amotivated to learn about research can be considered reassuring. However, the fact that students experience low autonomous motivation causes concerns, as we know this might negatively impact their learning behavior and intentions to learn (Deci & Ryan, 2000 ; Wang et al., 2019 ). However, this result is based on mean scores. Future research might look at these results at student level, in order to identify individual motivational profiles (Vansteenkiste et al., 2009 ) and their prevalence in upper secondary behavioral sciences education.

A third observation is that students’ autonomous and controlled motivation were not affected by the intervention. Since the intervention did not succeed in manipulating students’ need experiences, this finding is not surprising. In addition, this is in line with Bastiaens et al.’ ( 2017 ) study, not finding motivational effects of providing need support in 4C/ID based learning environments. However, the current study did confirm that—although still higher than at pretest level, see below—students in the need supportive condition reported lower amotivation compared to students in the baseline condition. As no amotivational differences were observed at pretest level, this might indicate that students’ self-reported motivation (autonomous and controlled motivation) and/or needs do not align with students’ experienced motivation and needs. As was mentioned, this calls for further research.

Theoretical relationships

In line with previous research (Wang et al., 2019 ), multiple regression analyses revealed that students’ need satisfaction (on all three measures) contributed positively to students’ autonomous motivation. In addition, also students’ perceived value/usefulness contributed positively to students’ autonomous motivation. Students’ competence frustration and autonomy frustration contributed positively to students’ amotivation, and students’ value/usefulness contributed negatively to students’ amotivation. Students’ autonomy frustration contributed positively to students’ controlled motivation. While all the aforementioned relationships are in line with the expectations (Deci & Ryan, 2000 ; Wang et al., 2019 ), an unexpected finding is that students’ relatedness satisfaction contributed positively to students’ controlled motivation. This contradicts previous research (Wang et al., 2019 ), reporting that relatedness contributes to controlled motivation negatively. However, previous research (Wang et al., 2019 ) did find controlled motivation to be positively related to pressure . Although we did not find a conclusive explanation for this unanticipated finding, one possible reason thus is that students who contacted their peers in the online learning environment (and thus felt more related to their peers), might have experienced pressure because they felt like their peers worked faster or in a different way. Indeed, in the qualitative feedback, we noticed that some students indicated they ‘rushed’ through the online learning environment because they noticed a peer working faster. This finding calls for further research.

Overall, the results indicate that the observed need variables contributed most to students’ autonomous motivation, compared to (reversed relationships in) students’ amotivation and students’ controlled motivation. As such, when targeting students’ motivation, fostering students’ autonomous motivation based on students’ need experiences seems most promising. This is in line with previous research (Wang et al., 2019 ) reporting high correlations between students’ needs and students’ autonomous motivation, compared to students’ controlled motivation. We also investigated the relationships between students’ motivation and students’ cognitive outcomes. In line with a previously conducted study in this research trajectory (Maddens et al., under review ), but in contrast to what was hypothesized based on the existing literature (Deci & Ryan, 2000 ; Grolnick et al., 1991 ; Reeve, 2006 ) we found that nor students’ autonomous motivation, nor students’ controlled motivation contributed to students’ scores on the research skills test. However, we did find that students’ amotivation contributed negatively to students’ LRST scores. As such, when targeting students’ cognitive outcomes in educational programs, one might pay explicit attention to preventing amotivation. This is in line with previous research conducted in other domains, reporting that amotivation plays an important role in predicting mathematics achievement (Leroy & Bressoux, 2016 ), while this relationship was not found in other motivation types. Related to research skills, the current research suggests that preventing competence frustration and autonomy frustration, and fostering students’ experiences of value/usefulness might be especially promising to reach this goal.

Initially, we did not plan any analyses investigating the direct relationships between students’ needs and students’ cognitive outcomes, partly because previous research (Vallerand & Losier, 1999 ) suggests that the relationships between need satisfaction and (cognitive) outcomes are mediated by the types of motivation. To this end, we investigated the relationships between students’ needs and students’ motivation, separately from the relationships between students’ motivation and students’ cognitive outcomes. However, because of potential issues with the motivational measures (see earlier), which possibly hampers the interpretation of the relationships between students’ needs, students’ motivation, and students’ cognitive outcomes, we decided to also directly assess the regression weights of students’ needs and students’ perceived value/usefulness, on students’ cognitive outcomes. Results revealed that, in line with the expectations, students’ perceived value/usefulness contributed positively to students’ LRST scores and two-pager scores, which potentially stresses the importance of value/usefulness, not only for motivational purposes, but also for cognitive purposes. This is in line with previous research (Assor et al., 2002 ), establishing relationships between fostering relevance and students’ behavioral and cognitive engagement (which potentially leads to better cognitive outcomes). In contrast to the expectations, students’ relatedness satisfaction was found to be negatively related to students’ scores on the LRST and the two-pager. However, again, this surprising finding is best interpreted in light of the COVID-10 pandemic (see earlier).

Limitations

This study faced some reliability issues given the time frame in which the study took place. Due to the COVID-19-restrictions at play at the time of study, the study plan needed to be revised several times in collaboration with teachers in order to be able to complete the interventions. In addition, it is very likely that students’ motivation (and relatedness satisfaction) was influenced by the COVID 19-restrictions. For example, due to the restrictions, in the last phase of the intervention, students could only be present at school halftime, and therefore, some students worked from home while others worked in the classroom. In the qualitative feedback, students reported several COVID-19 related frustrations (it was too cold in class because teachers were obligated to open the windows; students needed to frequently disinfect their computers…). Also the teachers mentioned that students suffered from low well-being during the COVID-19 time frame (see further), and as such, this affected their motivation. Although all efforts were undertaken in order for the study to take place as controlled as possible, results should be interpreted in light of this time frame. The impact of the COVID-19 pandemic on students’ self-reported motivation has been established in recent research (Daniels et al., 2021 ). Overall, one could question to what extent we can expect an intervention at microlevel (manipulating need support in learning environments) to work, when the study takes place in a time frame where students’ need experiences are seriously threatened by the circumstances.

Decreasing motivation

Students’ motivation evolved in a non-desirable way in both conditions. This unexpected finding (decreasing motivation) might be explained by four possible reasons: a first explanation is that asking students to fill out the same questionnaire at posttest and pretest level might lead to frustration and lower reported motivation (Kosovich et al., 2017 ). Indeed, students spent a lot of time working in the online learning environment, so filling out another motivational questionnaire on top of the intervention might have added to the frustration (Kosovich et al., 2017 ). A second explanation is that students’ motivation naturally declines over time (which is a common finding in the motivational literature, Kosovich et al., 2017 ). A third explanation is that students, indeed, felt less motivated towards research skills after having completed the online learning environment. For example, the qualitative data indicated that a lot of students acknowledged the fact that the learning environment was useful, but that personally, they were not interested in learning the material. In addition, students indicated that the learning material was a lot to process in a short time frame, and was new to them, which might have negatively impacted their motivation. The latter (students indicating that the learning material was extensive) might indicate that students experienced high cognitive load (Paas & van Merriënboer, 1994; Sweller et al., 1994 ) while completing the learning environment. A fourth explanation is that, due to the COVID19-restrictions, students lost motivation during the learning process. A post-intervention survey in which we asked teachers about the impact of the COVID-19 restrictions on students’ motivation indicated that some students experienced low well-being during the COVID-19 pandemic, and thus, this might have hampered their motivation to learn. In addition, a teacher mentioned that COVID-19 in general was very demotivating for the students, and that students had troubles concentrating due to the fact they felt isolated. As was mentioned, the impact of COVID-19 on students’ motivation has been well described in the literature (Daniels et al., 2021 ). Although, in the current study, we cannot prove the impact of these measures on students’ motivation specifically towards learning research skills, it is important to take this context into account when interpreting the results.

Students’ learning behavior

Based on students’ qualitative feedback, we have reasons to believe that students did not always work in the learning environment as we would want them to do. Thus, students did not interact with the need support in the intended way (‘instructional disobedient behavior’: Elen, 2020 ). For example, several students reported that they did not always read all the material, did not make use of the forum, or did not notice certain messages from the researcher. However, the current research did not specifically look into students’ learning behavior in the learning environment. In learning environments organized online, future researchers might want to investigate students’ online behavior in order to gain insights in students’ interactions with the learning environment.

This study aims to contribute to theory and practice. Firstly, this study defines the 4C/ID model (van Merriënboer & Kirschner, 2018 ) as a good theoretical framework in order to design learning environments aiming to foster students’ research skills. However, this study also points to students’ struggling in writing a research proposal, which might lead to more specific intervention studies especially focussing on monitoring students’ progress while performing such tasks. Secondly, this study clearly elaborates on the operationalizations of need support used, and as such, might inform instructional designers in order to implement need support in an integrated manner (including competence, relatedness and autonomy support). Future interventions might want to track and monitor students’ learning behavior in order for students to interact with the learning environment as expected (Elen, 2020 ). Thirdly, this study established theoretical relationships between students’ needs, motivation and cognitive outcomes, which might be useful information for researchers aiming to investigate students’ motivation towards learning research skills in the future. Based on the findings, future researchers might especially involve in research fostering students’ autonomous motivation by means of providing need support; and avoiding students’ amotivation in order to enhance students’ cognitive outcomes. Suggestions are made based on the need support and frustration measures relating to these motivational and cognitive outcomes. For example, fostering students’ value/usefulness seems promising for both cognitive and motivational outcomes. Fourthly, although we did not succeed in manipulating students’ need experiences, we did gain insights in students’ experiences with the need support by means of the qualitative data. For example, the irreplaceable role of teachers in motivating students has been exposed. This study can be considered innovative because of its aim to inspect both students’ cognitive and motivational outcomes after completing a 4C/ID based educational program (van Merriënboer & Kirschner, 2018 ). In addition, this study implements integrated need support rather than focusing on a single need (Deci & Ryan, 2000 ; Sheldon & Filak, 2008 ).

Acknowledgements

This study was carried out within imec’s Smart Education research programme, with support from the Flemish government.

Appendix: Overview test instruments

• Instructions 2-pager (Maddens, Depaepe, Raes, & Elen, under review)

Write a research proposal for a fictional study.

In a Word-document of maximum two pages…

• You describe a research question and the importance of this research question
• You explain how you would answer this research question (manner of data collection and target group)
• You explain what your expectations are, and how you will report your results.

To do so, you receive 2 hours.

Post your research proposal here.

Good luck and thank you for your activity in the RISSC-environment!

Declarations

The authors declare that they have no conflict of interest.

All ethical and GDPR-related guidelines were followed as required for conducting human research and were approved by SMEC (Social and Societal Ethics Committee).

1 Fischer et al. ( 2014 ) refer to these research skills as scientific reasoning skills.

2 In Flanders, during the time of study, four different types of education are offered from the second stage of secondary education onwards (EACEA, 2018) (general secondary education, technical secondary education, secondary education in the arts and vocational secondary education). Behavioral sciences is a track in general secondary education.

3 For a complete overview on the design and the evaluation of this learning environment, see Maddens et al ( 2020b ).

4 During the time of study, the COVID-19 restrictions became more strict: students in upper secondary education could only come to school half of the time. Therefore, some students completed the last modules of the learning environment at home.

5 The BPNSNF-training scale is initially constructed to evaluate motivation related to workshops. The phrasing was adjusted slightly in order for the suitability for the current study. For example, we changed the wording ‘during the past workshop…’ to ‘while completing the online learning environment…’.

6 In the current study, we would label the items categorized as ‘intrinsic motivation’ in ASRS (finding something interesting, fun, fascinating or a pleasant activity) as ‘integration’. In SDT (Deci & Ryan, 2000 ; Deci et al., 2017 ), integration is described as being “fully volitional”, or “wholeheartedly engaged”, and it is argued that fully internalized extrinsic motivation does not typically become intrinsic motivation, but rather remains extrinsic even though fully volitional (because it is still instrumental). In the context of the current study, in which students learn about research skills because this is instructed (thus, out of instrumental motivations), we think that the term integration is more applicable than pure intrinsic motivation in self-initiated contexts (which can be observed for example in children’s play or in sports).

7 Levene’s test for homogeneity of variances was significant for the outcome “two-pager”. However, we continued with the analyses since the treatment group sizes are roughly equal, and thus, the assumption of homogeneity of variances does not need to be considered (Field, 2013 ). Levene’s test for homogeneity of variances was non-significant for all the other outcome measures.

8 Cohen’s D is calculated in SPSS by means of the formula: D = M 1 - M 2 Sp

Condition x autonomous motivation pretest Value/usefulness: p  = 0.251; autonomous motivation: p  = 0.269; controlled motivation: p  = 0.457; amotivation: p  = 0.219; autonomy satisfaction: p  = 0.794; autonomy frustration: p  = 0.096; competence satisfaction: p  = 0.682; competence frustration: p  = 0.699; relatedness satisfaction: p  = 0.943; relatedness frustration: p  = 0.870.

Condition x controlled motivation pretest Value/usefulness: p  = 0.882; autonomous motivation: p  = 0.270; controlled motivation: p  = 0.782; amotivation: p  = 0.940; autonomy satisfaction: p  = 0.815; autonomy frustration: p  = 0.737; competence satisfaction: p  = 0.649; competence frustration: p  = 0.505; relatedness satisfaction: p  = 0.625; relatedness frustration: p  = 0.741.

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Empowering students to develop research skills

February 8, 2021

This post is republished from   Into Practice ,  a biweekly communication of Harvard’s  Office of the Vice Provost for Advances in Learning

Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive, course-long collaborative project that works to understand the changes in the genome that make the human skeleton unique. For instance, of the many types of projects, some focus on the genetic basis of why human beings walk on two legs. This integrative “Evo-Devo” project demands high levels of understanding of biology and genetics that students gain in the first half of class, which is then applied hands-on in the second half of class. Students work in teams of 2-3 to collect their own morphology data by measuring skeletons at the Harvard Museum of Natural History and leverage statistics to understand patterns in their data. They then collect and analyze DNA sequences from humans and other animals to identify the DNA changes that may encode morphology. Throughout this course, students go from sometimes having “limited experience in genetics and/or morphology” to conducting their own independent research. This project culminates in a team presentation and a final research paper.

The benefits: Students develop the methodological skills required to collect and analyze morphological data. Using the UCSC Genome browser  and other tools, students sharpen their analytical skills to visualize genomics data and pinpoint meaningful genetic changes. Conducting this work in teams means students develop collaborative skills that model academic biology labs outside class, and some student projects have contributed to published papers in the field. “Every year, I have one student, if not two, join my lab to work on projects developed from class to try to get them published.”

“The beauty of this class is that the students are asking a question that’s never been asked before and they’re actually collecting data to get at an answer.”

The challenges:  Capellini observes that the most common challenge faced by students in the course is when “they have a really terrific question they want to explore, but the necessary background information is simply lacking. It is simply amazing how little we do know about human development, despite its hundreds of years of study.” Sometimes, for instance, students want to learn about the evolution, development, and genetics of a certain body part, but it is still somewhat a mystery to the field. In these cases, the teaching team (including co-instructor Dr. Neil Roach) tries to find datasets that are maximally relevant to the questions the students want to explore. Capellini also notes that the work in his class is demanding and hard, just by the nature of the work, but students “always step up and perform” and the teaching team does their best to “make it fun” and ensure they nurture students’ curiosities and questions.

Takeaways and best practices

• Incorporate previous students’ work into the course. Capellini intentionally discusses findings from previous student groups in lectures. “They’re developing real findings and we share that when we explain the project for the next groups.” Capellini also invites students to share their own progress and findings as part of class discussion, which helps them participate as independent researchers and receive feedback from their peers.
• Assign groups intentionally.  Maintaining flexibility allows the teaching team to be more responsive to students’ various needs and interests. Capellini will often place graduate students by themselves to enhance their workload and give them training directly relevant to their future thesis work. Undergraduates are able to self-select into groups or can be assigned based on shared interests. “If two people are enthusiastic about examining the knee, for instance, we’ll match them together.”
• Consider using multiple types of assessments.  Capellini notes that exams and quizzes are administered in the first half of the course and scaffolded so that students can practice the skills they need to successfully apply course material in the final project. “Lots of the initial examples are hypothetical,” he explains, even grounded in fiction and pop culture references, “but [students] have to eventually apply the skills they learned in addressing the hypothetical example to their own real example and the data they generate” for the Evo-Devo project. This is coupled with a paper and a presentation treated like a conference talk.

Bottom line:  Capellini’s top advice for professors looking to help their own students grow as researchers is to ensure research projects are designed with intentionality and fully integrated into the syllabus. “You can’t simply tack it on at the end,” he underscores. “If you want this research project to be a substantive learning opportunity, it has to happen from Day 1.” That includes carving out time in class for students to work on it and make the connections they need to conduct research. “Listen to your students and learn about them personally” so you can tap into what they’re excited about. Have some fun in the course, and they’ll be motivated to do the work.

What are Research Skills? How to Improve Your Skills in Research

Learn strategies and techniques to improve your research skills. Avoid common mistakes and implement proven methods for efficient research. This article offers practical tips to enhance your ability to find and evaluate high-quality information.

Are you struggling to find relevant and reliable information for your research? Do you want to avoid getting lost in a sea of sources and needing help knowing where to start? Improving your research skills is essential for academic success and professional growth.

In today's information age, effectively conducting research has become more important than ever. Whether you are a student, a professional, or simply someone who wants to stay informed, knowing how to find and evaluate information is crucial.

Fortunately, some strategies and techniques can help you improve your research skills and become a more efficient and effective researcher. By avoiding common mistakes and implementing proven methods, you can enhance your ability to find high-quality information and make the most of your research endeavors. This article will explore some practical tips and tricks to help you improve your research skills and achieve better results.

What is Research?

Research is a critical part of learning, problem-solving, and decision-making. It is an essential process used in every field for both the individual and collective’s mutual benefit and success. Research involves systematically gathering data from primary or secondary sources, analyzing it, interpreting it, and communicating its findings to researchers and other interested parties.

Research can be divided into two main categories: quantitative research, which uses numerical data to describe phenomena, and qualitative research, which seeks to understand people's beliefs, opinions, values, or behaviors. Quantitative research often involves applying model-based approaches that can predict outcomes based on observations. It is one of the most powerful methods of discovering information about the world, as it allows for testing hypotheses in a systematic manner. Qualitative research is more exploratory in nature by focusing on understanding the motivations behind what people do or think rather than developing models or producing statistics in order to conclude behavior and relationships between variables. This type of research usually relies more on observation and engagement with people instead of using statistical models.

What are Research Skills?

Research skills are the abilities and talents required to focus on an objective, gather the relevant data linked to it, analyze it using appropriate methods, and accurately communicate the results. Taking part in research indicates that you have acquired knowledge of your subject matter, have digested that knowledge, and processed, evaluated, and analyzed it until you can resolve a problem or answer a query. It is highly beneficial for employers to hire people with strong research skills since they can provide valuable insights and add value to the company’s performance. Therefore, researching effectively has become crucial to securing a job in most industries.

Why Do Research Skills Matter?

Research skills are essential if one intends to succeed in today's competitive world. With technology ever-evolving and a need to stay ahead of the competition, employees who possess research skills can prove invaluable to their employers. These skills include researching, analyzing, and interpreting data and making informed decisions based on that information.

Employers value workers who can quickly develop a thorough understanding of any changes or trends in their field of work through accurate research. Knowing how to assess customer needs, recognize competition, write reports, improve productivity, and advise on investments can also benefit any business. With the help of research skills, companies can uncover ways to adapt their services or products that better serve their customers’ needs while helping them save money at the same time. This makes overall operations more efficient as well as helps a company remain ahead of its competitors.

Essential Research Skills :

Here is a list of essential research skills:

Data Collection

Data collection is an important part of comprehending a certain topic and ensuring reliable information is collected while striving to answer complex questions. Every situation differs, but data collection typically includes surveys, interviews, observations, and existing document reviews. The data collected can be quantitative or qualitative, depending on the nature of the problem at hand. As students advance through university and other educational institutions, they will need to read extensively into a particular field and may even need to undertake comprehensive literature reviews to answer fundamental questions.

The skills acquired through data collection during university are invaluable for future roles and jobs. Gaining experience in understanding complex topics, reading widely on a given subject matter, collecting relevant data, and analyzing findings - all these activities are integral when dealing with any type of project within the corporate sector. Therefore, embarking on various research projects enhances a person's education level and brings about significant professional experience.

Goal-Setting

Setting goals is an important skill for any successful research project. It allows you to stay focused and motivated throughout the process. Goals are also essential in helping with direction: they provide a path to organize our thoughts, narrow our focus, and prioritize the tasks we need to undertake to achieve our desired result. The concept of goal-setting is inherent in most research processes, as everything needs to have something to strive for — whether that’s gaining knowledge about a particular topic or testing a theory.

When it comes to creating and setting goals during the research process, you must have clear and specific objectives in mind from the outset. Writing down your thoughts helps define these objectives, which can inform the data collection process; moreover, thinking about short-term and long-term goals can help you create manageable steps toward achieving them. Learning how to break up larger projects into smaller “mini-goals effectively” can make all the difference when tackling complex investigations — allowing researchers to monitor their progress more easily and culminate results further down the line.

Critical Thinking

Critical thinking is an integral part of the modern workplace. To succeed, one must be able to look at a situation objectively and make decisions based on evidence. The information examined needs to come from various sources, such as data collection, personal observation, or analysis. The goal should then be to take all this information and form a logical judgment that informs an action plan or idea.

Someone who displays strong critical thinking skills will not just accept proposed ideas at face value but instead can understand how these ideas can be applied and challenged. Accepting something without consideration means making the wrong decision due to a lack of thought. Critical thinkers understand how brainstorming works, assessing all elements before forming any decision. From negotiating with colleagues or customers in adversarial scenarios to analyzing complex documents such as legal contracts in order to review business agreements - critical dedicated apply their knowledge effectively and are able to back up their evaluation with evidence collected from multiple sources.

Observation Skills

Observation skills are necessary for conducting any form of research, whether it be in the workplace or as part of an investigative process. It is important to be able to pick up on the details that might otherwise pass unnoticed, such as inconsistencies in data or irregularities in how something is presented, and to pay careful attention to regulations and procedures that govern the company or environment. This can help researchers to ensure their processes are accurate and reliable.

As well as analyzing what we see around us directly, many research methodologies often involve calculated statistical analyses and calculations. For this reason, it’s important to develop strong observation skills so that the legitimacy of information can be confirmed and checked before conclusions are formed. Improving this skill requires dedication and practice, which could include keeping a journal reflecting on experiences, posing yourself questions about what you have observed, and seeking out opportunities in unfamiliar settings to test your observations.

Detail Orientation

Detail orientation is an important research skill for any scientific endeavor. It allows one to assess a situation or problem in minute detail and make appropriate judgments based on the information gathered. A detail-oriented thinker can easily spot errors, inconsistencies, and vital pieces of evidence, which can help lead to accurate conclusions from the research. Additionally, this skill allows someone to evaluate the quality and accuracy of data recorded during an experiment or project more efficiently to ensure validity.

Spotting small mistakes that may otherwise have been overlooked is a crucial part of conducting detailed research that must be perfected. Individuals aiming for superior outcomes should strive to develop their skill at detecting details by practicing critical analysis techniques, such as breaking down large bodies of information into smaller tasks to identify finer points quickly. Moreover, encouragement should also be made for elaborate comparison and analysis between different pieces of information when solving a complex problem, as it can help provide better insights into problems accurately.

Investigative Skills

Investigative skills are an essential component when it comes to gathering and analyzing data. In a professional setting, it is important to determine the accuracy and validity of different sources of information before making any decisions or articulating ideas. Generally, effective investigation requires collecting different sets of reliable data, such as surveys and interviews with stakeholders, employees, customers, etc. For example, if a company internally assesses possible challenges within its business operations environment, it would need to conduct more profound research involving talking to relevant stakeholders who could provide critical perspectives about the situation.

Data-gathering techniques such as comparison shopping and regulatory reviews have become more commonplace in the industry as people strive for greater transparency and more accurate results. Knowing how to identify reliable sources of information can give individuals a competitive advantage and allow them to make sound decisions based on accurate data. Investing time in learning different investigative skills can help recruiters spot applicants dedicated to acquiring knowledge in this field. Developing these investigative skills is also valuable for those looking for executive positions or starting their own business. By familiarizing themselves with their application process, people can become adept at collecting high-quality data they may use in their research endeavors.

Time Management

Time management is a key skill for any researcher. It's essential to be able to allocate time between different activities so you can effectively plan and structure your research projects. Without good time management, you may find yourself hastily completing tasks or feeling stressed out as you rush to complete an analysis. Ultimately, managing your time allows you to stay productive and ensure that each project is completed with the highest results.

Good time management requires various skills such as planning ahead, prioritizing tasks, breaking down large projects into smaller steps, and even delegating some activities when possible. It also means setting realistic goals for yourself in terms of the amount of research that can be achieved in certain timestamps and learning how to adjust these goals when needed. Becoming mindful of how you spend the same hours each day will propel your productivity and see positive results from your efforts. Time management becomes especially relevant regarding data collection and analysis – it is crucial to understand precisely what kind of resources are needed for each task before diving into the research itself. Knowing how much time should be dedicated to each step is essential for meeting deadlines while still retaining accuracy in the final outcomes of one’s study.

Tips on How to Improve Your Research Skills

Below are some tips that can help in improving your skills in research:

Initiate your project with a structured outline

When embarking on any research project, creating an outline and scope document must first ensure that you remain on the right track. An outline sets expectations for your project by forming a detailed strategy for researching the topic and gathering the necessary data to conclude. It will help you stay organized and break down large projects into more manageable parts. This can help prevent procrastination as each part of the project has its own timeline, making it easier to prioritize tasks accordingly.

Using an outline and scope document also allows for better structure when conducting research or interviews, as it guides which sources are most relevant, what questions need to be answered, and how information should be collected or presented. This ensures that all information received through research or interviews stays within the confines of the chosen topic of investigation. Additionally, it ensures that no important details are overlooked while minimizing the chance that extraneous information gets included in your results. Taking this time upfront prevents potential problems during analysis or reporting of findings later.

Acquire expertise in advanced data collection methods

When it comes to collecting data for research purposes, a range of advanced data collection techniques can be used to maximize your efficiency and accuracy. One such technique is customizing your online search results with advanced search settings. By adding quotation marks and wildcard characters to the terms you are searching for, you are more likely to find the information you need from reliable sources. This can be especially useful if, for instance, you are looking for exact quotes or phrases. Different search engines require different advanced techniques and tactics, so learning these can help you get more specific results from your research endeavors.

Aside from using online searches, another standard methodology when conducting research is accessing primary information through libraries or other public sources. A specific classification system will likely be in place that can help researchers locate the materials needed quickly and easily. Knowing and understanding this system allows one to access information much more efficiently while also giving them ample opportunity to increase their knowledge of various topics by browsing related content in the same category groups. Thus, by learning about advanced data collection techniques for both online and offline sources, researchers can make substantial progress in their studies more efficiently.

Validate and examine the reliability of your data sources

Collecting reliable information for research can be a challenge, especially when relying on online sources. It is essential to remember that not all sources are created equal, and some sites may contain false or inaccurate data. It is, therefore important to verify and analyze the data before using it as part of your research.

One way to start verifying and analyzing your sources is to cross-reference material from one source with another. This may help you determine if particular facts or claims are accurate and, therefore, more valid than others. Additionally, trace where the data is coming from by looking at the author or organization behind it so that you can assess their expertise in a particular field and authority on the topic at hand. Once these steps have been completed, you can confidently use this trusted information for your project.

Structure your research materials

Organizing your research materials is an integral part of any research process. When you’re conducting a project or study and trying to find the most relevant information, you can become overwhelmed with all the data available. It’s important to separate valid from invalid materials and to categorize research materials by subject for easy access later on. Bookmarking websites on a computer or using a digital asset management tool are two effective methods for organizing research information.

When researching, it’s critical to remember that some sources have limited value and may be outside the scope of your topic. Recognizing reliable material versus trustworthy resources can be complex in this sea of information. However, sorting data into appropriate categories can help narrow down what is necessary for producing valid conclusions. This method of classifying information helps ensure that vital documents aren't overlooked during the organization process as they are placed in folders shortcutted for quick access within one centralized source whenever needed. Separating valuable sources also makes it easier to reference later on when writing reports or giving presentations - material won't get lost among irrelevant data, and conclusions will be backed by sound evidence.

Enhance your research and communication capabilities

Developing research and communication skills is essential for succeeding academically and professionally in the modern world. The key to improving these skills lies in rigorous practice, which can begin with small projects such as resolving common issues or completing a research task that can be made into a personal project. One way to do this is to volunteer for research projects at work and gain experience under the guidance of experienced researchers. This will improve your research skills and help you develop communication skills when working with others on the project. Another option is to turn a personal project into a research task. For example, if you plan on taking a holiday soon, you could create an objective method to select the best destination by conducting online research on destinations and making informed decisions based on thorough analysis. Practicing in this way enables you to complete any research task confidently and communicate efficiently with ease.

How to Articulate Research Skills on Your Resume

Research projects require commitment and perseverance, making it an important skill to include on a resume. Even if you have had limited research experience throughout your education or previous job, including this in your resume assesses these qualities to potential employers. It's important to consider the extent of your research experience when deciding how to add this part of your background to your resume. If you have been involved with multiple in-depth research projects, it might be best to highlight this by including it as its own section. On the other hand, if the amount of research you have completed is more limited, then try including it in the skills section instead.

When adding research experience and accomplishments into either section of your resume, be sure to emphasize any specific roles or contributions you made during the process instead of just describing the project itself. Furthermore, remember to quantify any successes where possible - this showcases both communication and technical proficiency strengths, which can help make your resume stand out even more. By properly articulating research skills within a resume, employers will likely be more interested in what job seekers have accomplished in their careers.

How to Apply Research Skills Effectively in Your Workplace

Research skills are an invaluable set of abilities to bring to your workplace. To make sure you use them properly, a good place to start is by taking time to plan the project you have been assigned. Whether it’s writing a report or analyzing data, mapping out what tasks you need to do and how long they should take helps to understand the project timeline better. This also makes setting aside dedicated time for research easier too.

To ensure that the decisions made are sound and informed, reading up on the subject area related to the project remains one of the premier ways of doing this. This will help to ensure that any problems arising can be solved quickly and effectively, as well as provide answers before any decisions are actually put into practice. By arming yourself with knowledge gathered through reading about a particular topic, it can give you more confidence when formulating plans or strategies in which direction to take your work in.

Final Thoughts

Research skills are increasingly important in the modern world, and gaining proficiency in this area can significantly benefit a person's career. Research skills are essential for success in many different roles and fields, including those within business and industry, education, science, and medicine. Developing a deep understanding of research allows us to identify problems better and critically evaluate potential solutions. It also bolsters our problem-solving abilities as we work to find creative solutions that meet our efforts' objectives.

By improving your research capabilities, you can impress employers during an application process or when joining a team at work. Research skills are considered soft skills by potential employers since they signal that you have attention to detail while simultaneously demonstrating your ability to learn new things quickly. Employers regard these skills highly, making them one of the key graduate career skills recruiters seek. Furthermore, being able to add ‘research skills’ to your CV will be looked upon favorably by employers and help drive up your employability significantly. Demonstrating that you possess these sought-after traits makes it easier for recruiters to give you the opportunity you've been looking for, so it's worth investing the time into developing these life-long learning tools today.

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Broadening the Definition of ‘Research Skills’ to Enhance Students’ Competence across Undergraduate and Master’s Programs

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10 Research Skills and How To Develop Them

• Updated December 25, 2023
• Published August 8, 2023

Are you looking to learn more about Research skills? In this article, we discuss Research skills in more detail and give you tips about how you can develop and improve them.

What are Research skills?

Research skills refer to the ability to effectively and efficiently gather, analyze, and synthesize information to answer questions, solve problems, or contribute to a body of knowledge. These skills are essential for various fields and disciplines, ranging from academic and scientific research to business, journalism, and beyond. Effective research skills involve several key components:

Information Retrieval

Source evaluation.

• Critical Thinking

Data Analysis

Problem formulation, organization and note-taking, synthesis and writing, ethical considerations, time management.

• Adaptability

Top 10 Research Skills

Below we discuss the top 10 Research skills. Each skill is discussed in more detail, and we will also give you tips on improving them.

Information Retrieval is all about mastering the art of finding relevant and credible sources of information to support your research goals. This skill involves using various online and offline tools to locate the data, articles, studies, and materials that are most pertinent to your research topic. It’s like being a detective for knowledge – you’re trying to uncover valuable insights that will contribute to your research project.

To excel in Information Retrieval, you must become adept at effectively using search engines, databases, libraries, and other resources. It’s not just about typing keywords into a search bar; it’s about understanding how to refine your searches, use advanced search operators, and explore different databases and sources.

You’ll need to evaluate the quality and reliability of sources to ensure that the information you gather is trustworthy and accurate. This skill also requires critical thinking, as you’ll need to assess the relevance of sources to your research objectives.

How to Improve Information Retrieval

Improving your Information Retrieval skills involves a combination of practice, strategy, and awareness. Start by familiarizing yourself with different research databases and libraries relevant to your field. Experiment with various search terms and use advanced search operators to narrow down results. Take the time to evaluate the credibility of sources – look for peer-reviewed articles, authoritative authors, and reliable institutions. Keep track of your searches and results to refine your strategies over time.

Stay updated with the latest developments in search technology and research databases to optimize your information retrieval process. Remember, the more you practice and fine-tune your approach, the better you’ll become at uncovering valuable gems of information for your research endeavors.

Source Evaluation is about becoming a discerning judge of the information you encounter during your research journey. It involves assessing the credibility, reliability, and relevance of the sources you come across, ensuring that you’re building your work on a foundation of trustworthy and accurate information. Think of yourself as a gatekeeper, using only the most reliable and relevant sources to support your research.

You need to develop a critical eye to enhance your Source Evaluation skills. Begin by examining the authorship – who wrote the source, and what are their credentials? Peer-reviewed articles from established researchers are more reliable than anonymous blog posts. Consider the publication source – is it a reputable journal or website in your field?

Next, look for citations and references within the source – a well-researched work will often cite other credible sources. Additionally, evaluate the publication date – while older sources can provide historical context, ensure you’re using recent information for up-to-date insights.

How to Improve Source Evaluation

Improving your Source Evaluation skills requires a combination of awareness and practice. As you encounter new sources, ask questions about their credibility and relevance. Do evidence and references support the information? Does the author have any potential biases? Take advantage of critical thinking to analyze the source’s overall quality.

To further refine your skills, seek guidance from mentors, professors, or librarians who can provide valuable insights into evaluating sources. The more you engage with this skill, the better you’ll become at building a solid foundation for your research with credible and reliable materials.

Critical Thinking is the intellectual toolset that empowers you to analyze information objectively, discern patterns, and draw well-informed conclusions based on evidence. It’s like being a detective for ideas – you sift through data, identify biases, and unravel complexities to make informed judgments that drive your research forward with clarity and precision.

To hone your Critical Thinking skills, you need to cultivate a curious and analytical mindset. Start by questioning assumptions and biases in both your own thinking and the information you encounter.

When evaluating sources, consider multiple viewpoints and sources of evidence before forming conclusions. Develop the ability to identify logical fallacies or weak arguments that may distort the validity of your findings. Embrace open-mindedness and be willing to adapt your ideas when faced with compelling evidence that challenges your initial perspective.

How to Improve Critical Thinking

Improving your Critical Thinking skills requires practice and deliberate effort. Engage in discussions and debates within your field and beyond to expose yourself to diverse perspectives and sharpen your ability to analyze complex issues. Regularly challenge yourself to critically evaluate information, whether it’s a news article, a research paper, or a colleague’s argument.

Seek feedback from mentors or peers to refine your critical thinking process and identify areas for improvement. Remember, Critical Thinking is an ongoing journey that can be developed over time – the more you engage with it, the more adept you’ll become at navigating the intricate landscape of ideas in your research endeavors.

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Data Analysis is the art of processing, interpreting, and extracting meaningful insights from the raw information you’ve collected during your research journey. Think of it as deciphering a puzzle – you’re transforming numbers, observations, or qualitative data into a coherent narrative that answers your research questions and adds value to your work.

To excel in Data Analysis, you need to develop both quantitative and qualitative skills. For quantitative data, embrace statistical tools and techniques that help you identify trends, correlations, and patterns in your data sets. Practice using software like Excel, SPSS, or specialized tools for your field to perform statistical tests and visualize results effectively. For qualitative data, immerse yourself in the details, coding and categorizing themes to distill rich insights from textual or visual sources.

How to Improve Data Analysis

Improving your Data Analysis skills involves a combination of practice, learning, and refining your techniques. Start by immersing yourself in the basics of statistics and data analysis methodologies relevant to your research field. Engage in tutorials and online courses to familiarize yourself with various tools and software. As you analyze data, maintain clear documentation of your process and decisions, which will be crucial when presenting your findings.

Collaborate with peers or mentors who are experienced in data analysis to gain insights and feedback on your techniques. Remember, Data Analysis is about transforming data into knowledge – the more you engage with this skill, the better you’ll become at uncovering valuable insights that contribute to the depth and impact of your research.

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Problem Formulation is like setting the compass for your research journey – it involves defining clear and focused research questions or hypotheses that guide your entire investigation. Consider it the foundation of your work, as it shapes your approach, methods, and the ultimate impact of your research.

To master Problem Formulation, you need to become skilled in asking the right questions. Begin by thoroughly understanding the topic you’re exploring. What gaps or uncertainties do you notice in the existing knowledge? What specific aspect of the topic piques your interest? Craft research questions that are specific, measurable, achievable, relevant, and time-bound (SMART).

If you’re developing hypotheses, ensure they are testable and grounded in existing theories or observations. Your skills in Problem Formulation also extend to identifying the scope and boundaries of your research – understanding what you’re including and excluding from your study.

How to Improve Problem Formulation

Improving your Problem Formulation skills requires practice and iterative refinement. Start by conducting a comprehensive literature review to understand the existing research landscape in your area. This will help you identify potential gaps and formulate questions that build upon existing knowledge.

Discuss with peers, mentors, or experts in your field to gain different perspectives and insights into potential research problems. As you develop your skills, be open to revising and refining your research questions based on new information or insights. Remember, Problem Formulation is the compass that guides your research journey – the more you invest in crafting clear and well-defined questions, the more impactful and focused your research will be.

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Imagine these skills as your research toolkit for maintaining order amidst the vast sea of information you encounter. Organization involves structuring and managing your research materials, while Note-Taking ensures you capture valuable insights and details for future reference. Together, they help you stay on track and prevent valuable information from slipping through the cracks.

To excel in Organization and Note-Taking, you need to develop strategies that work best for you. Start by creating a systematic folder structure on your computer to store digital documents, articles, and data sets. For physical materials, consider using labeled folders or binders. As you gather information, employ tools like reference management software to keep track of your sources and generate citations efficiently.

Simultaneously, practice effective Note-Taking during your readings and research. Jot down key points, ideas, and relevant quotes in a structured format, whether you’re using a physical notebook or a digital note-taking app.

How to Improve Organization and Note-Taking

Improving your Organization and Note-Taking skills requires a mix of discipline and adaptability. Establish consistent routines for organizing research materials, updating folders, and managing citations. Regularly review and reorganize your notes to keep them relevant and accessible. Experiment with different note-taking techniques, such as outlining, summarizing, or mind mapping, to find the approach that aligns with your learning style.

Remember, Organization and Note-Taking are your allies in navigating the sea of information – the more you refine these skills, the smoother your research journey will become and the more confident you’ll be in tackling complex topics.

Synthesis and Writing are your means of weaving together the threads of information and insights you’ve collected into a coherent and impactful narrative. Think of it as crafting a masterpiece from the puzzle pieces of your research – you’re presenting your findings, analysis, and conclusions in a way that informs and engages your audience.

To excel in Synthesis and Writing, you must become a data and idea storyteller. Begin by outlining your research paper or report. Organize your findings logically, building a structured framework that guides your reader through your research journey. Ensure each section flows smoothly, connecting the dots between concepts and evidence. While writing, focus on clarity and conciseness – avoid jargon and convoluted language that may confuse your readers. Use effective transitions to guide them from one point to the next.

How to Improve Synthesis and Writing

Improving your Synthesis and Writing skills requires both practice and revision. Start by breaking down the writing process into manageable steps – drafting, revising, and editing. Give yourself time between drafting and revising to approach your work with fresh eyes. Critically evaluate your writing for clarity, coherence, and accuracy during revision.

Consider seeking feedback from peers, mentors, or writing centers to gain insights into improving your writing style. Study well-written papers in your field to observe how experienced researchers present their ideas effectively. Remember, Synthesis and Writing are your tools for communicating your research’s impact – the more you refine these skills, the more effectively you’ll share your discoveries and contribute to the body of knowledge in your field.

Ethical Considerations encompass the principles and guidelines that ensure your research is conducted with integrity, respect for participants’ rights, and a commitment to transparency. Think of it as the moral compass that guides your research journey, ensuring that your work upholds ethical standards and contributes positively to society.

To excel in Ethical Considerations, you need to become a guardian of ethical integrity in your research. Begin by understanding the ethical guidelines and regulations specific to your field and your research type. This involves respecting participants’ autonomy by obtaining informed consent, protecting their privacy and confidentiality, and ensuring they’re treated with dignity. Additionally, uphold intellectual honesty by properly attributing sources, avoiding plagiarism, and disclosing any potential conflicts of interest.

How to Improve Ethical Considerations

Improving your Ethical Considerations skills involves a combination of awareness and vigilance. Regularly educate yourself on the ethical codes and regulations relevant to your field and research methods. When designing your research, carefully plan how you will address ethical concerns and potential risks.

As you conduct your research, stay attuned to any ethical dilemmas that may arise and be prepared to address them appropriately. Remember, Ethical Considerations are at the heart of responsible research – the more you cultivate these skills, the more your work will contribute positively to both your field and society as a whole.

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Time Management involves the art of effectively allocating your time to different research tasks, ensuring that you meet deadlines, stay on track, and maintain a balanced workflow. Think of it as your compass for navigating the often-intricate landscape of research – it helps you stay organized, productive, and in control of your research journey.

To excel in Time Management, you need to become a master of planning and prioritization. Start by breaking down your research project into manageable tasks and setting realistic goals for each stage. Create a schedule that allocates research, data collection, analysis, writing, and revision time. Be mindful of your energy levels – tackle complex tasks during your most productive hours. Embrace tools like to-do lists, calendars, and time-tracking apps to keep yourself accountable and stay aware of your progress.

How to Improve Time Management

Improving your Time Management skills requires consistent practice and self-awareness. Continuously assess your progress against your planned schedule, adjusting as needed to accommodate unexpected challenges or new insights. Develop the skill of saying no to distractions and non-essential tasks that can derail your focus.

Break larger tasks into smaller, more manageable chunks to prevent feeling overwhelmed. Regularly reflect on your time allocation and efficiency – what strategies are working well, and where can you improve? Remember, Time Management is a skill that can significantly impact your research journey – the more you refine it, the more you’ll find yourself navigating your work with greater ease and achieving your research goals with greater success.

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Adaptability is the ability to flex and evolve in response to changing circumstances, unexpected findings, and new information that arise during your research journey. Think of it as your compass for navigating the dynamic and ever-changing landscape of research – it empowers you to embrace uncertainty and adjust your course to ensure the best outcomes for your work.

To excel in Adaptability, you need to cultivate a mindset that embraces change and seeks opportunities within challenges. Start by acknowledging that research is often full of surprises and plans might need to shift. Develop a sense of resilience by staying open to revising your research questions, altering methodologies, or exploring unanticipated angles.

Being adaptable also means being resourceful – finding alternative approaches when things don’t go as planned. Embrace feedback from peers, mentors, or unexpected results, and be ready to integrate this feedback to improve the quality of your research.

How to Improve Adaptability

Improving your Adaptability skills involves practicing flexibility and embracing a growth mindset. Regularly reassess your research plan and objectives in light of new information or developments. Embrace failures and setbacks as opportunities for learning and growth rather than roadblocks. Seek out interdisciplinary perspectives and engage with new ideas that challenge your assumptions.

As you navigate through unexpected turns, continuously reflect on what you’ve learned and how you’ve adapted, so you can refine your approach in the future. Remember, Adaptability is the key to thriving in the dynamic landscape of research – the more you foster this skill, the better equipped you’ll be to tackle unforeseen challenges and emerge stronger from your research journey.

Related :  Research Intern Cover Letter Examples & Writing Guide

Research Skills Conclusion

In the pursuit of knowledge and discovery, honing research skills is the linchpin that sets the stage for success. Throughout this exploration of various research skills and how to nurture them, one thing becomes evident: deliberate practice and continuous improvement are the bedrock of growth. Developing research skills is not merely a checkbox to mark; it’s a journey that empowers you to excel in your field, make meaningful contributions, and amplify the impact of your work.

Improving these skills isn’t just an option – it’s a necessity in today’s job market. The ability to gather information effectively, critically evaluate sources, analyze data, formulate problems, synthesize findings, and more, transforms the research process from a mere task into a dynamic and transformative experience. These skills serve as the pillars that uphold the credibility and validity of your work, ensuring that your contributions stand the test of scrutiny and time.

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What are Research Skills and why are they important?

Most jobs actually require some level of problem-solving. You may come across an impediment and come up with a question that you must answer in order to proceed. To answer this question, you will almost certainly need to conduct some research. People with research skills can identify a problem, gather informational resources that can help address the problem, assess the quality and relevance of these resources, and come up with an effective solution to the problem.

By the way, to diversify your research paper process you can find unique research paper topics .

What is Research?

Internet Research is the practice of conducting research using Internet information, particularly free information on Internet-based educational resources (such as Internet discussion forums).

Simply put, research is the process of discovering new knowledge. This knowledge can be either the development of new concepts or the advancement of existing knowledge and theories, leading to a new understanding that was not previously known.

In fact, almost every profession or job necessitates some level of research and research skills. As long as you encounter a question, which is a natural occurrence in almost everything, you should encounter an opportunity to conduct research. When there is a need for research, strong research skills come in handy.

What are Research Skills?

Research skills enable you to focus on a specific goal, gather relevant information, and communicate your findings to others. We are taught from a young age to develop research skills, and for good reason.

Teachers in academia required answers to a series of topic-related questions in an essay. Similarly, your boss may eventually request that you investigate a work-related topic or figure out how to solve a problem.

Why are Research Skills Important?

Research skills are important in the workplace for a variety of reasons, including the ability for individuals and businesses to:

• Develop new processes and outcomes. You don't have to be involved in research and development to improve the way your team works. Any sensible employer will value your efforts in researching new processes that will make your job (and those of your team) more efficient.
• Personal Growth. People who have a knack and a passion for research are never satisfied with doing things the same way they've always done them. Organizations require independent thinkers who will seek their own answers and continually improve their skills. These employees will also learn new technologies more quickly.
• Customer relationship management. In almost every industry, being able to conduct research on your customer base is critical. It's difficult to move products or sell services if you don't know what people want. It is a valuable responsibility to research your customer base's interests, needs, and pain points.
• Cost Effective. Whether your organization is launching a new product or simply trying to cut costs, research is critical for identifying wasted resources and redirecting them to more worthy causes. Anyone who goes out of their way to find ways for the company to save money will be praised by their boss.
• Competitor Analysis. Knowing what your top competitors are up to is crucial for any company. If a company wants to stay functioning, it must research what works for its competitors, what they do better than you, and where it may improve its standing with the least amount of resources.

Types of Research Skills

Experienced researchers understand that conducting a worthwhile investigation necessitates a wide range of abilities. Consider which research abilities you have naturally and which you could improve.

Goal Setting

You must first know what you're looking for before you can conduct any form of productive research. Setting goals is a skill just like any other. It will be lot easier to construct a path there if you can imagine the conclusion you're aiming to attain by investing effort into research. Goal-setting skills include:

• Specificity
• Time-Management
• Planning ahead
• Organization
• Accountable

Data Collection

The collection of data is often the first thing to remember when thinking about the research process. It is a systematic process to collect and measure information on variables of interest that allows one to respond to research questions, to test hypothesis and to assess results.

Simply collecting facts and information on the internet can meet your needs for some purposes. More direct and popular research may be needed by others. You will be more impressive with your experience in different methods of data collection. Methods of data collection are:

• Questionnaires and surveys
• Observations
• Documents and records
• Focus groups
• Oral histories

Evaluate and Analyze Information and Sources

In research, it is important to find reliable information suitable for your task. Some tasks may require the use of certain types of sources, such as primary or secondary sources or certain types of journals, like scientific journals. You may need to restrict the numbers sources you use for other assignments.

In all cases, the information contained in your assignments should always be assessed. Knowing how to assess information helps you with research tasks and with your life's bigger decisions. Knowing where to go for information that is relevant, credible, and accurate can assist you in making informed decisions about graduate school, a new car purchase, financial aid opportunities, daycare options, and other topics.

• Published books
• Encyclopedias
• Scholarly journals
• Library catalogs

Using the internet to gather information

Search engines are used to find the majority of information on the Internet. A search engine is an online service that employs web robots to query millions of web pages and compile an index of the results. Internet users can then utilize these services to search the web for information. While it is beneficial to consult different sources, today's research is driven by good online research skills.

One of the greatest things about the internet is how much information it holds; unfortunately, getting to the data you need requires sifting through a lot of rubbish. Employers value the ability to efficiently utilise the large reservoir of knowledge available on the internet without getting lost in the clutter. The following are some examples of internet research skills:

• Source checking
• Searching relevant questions
• Exploring deeper than the first options
• Avoiding distraction
• Giving credit
• Organizing findings

Due to the sheer size of the World Wide Web, and with the rapid growth of indexed web pages, finding relevant and reliable information demands specialized training and Internet research skills . We provide a centralized virtual platform for knowledge professionals that use the Internet as a primary source of information. This AofIRS is more than just a virtual collaboration and networking platform for researchers and knowledge professionals. The website is filled with free, up-to-date content and reference material that is ideal for research.

Interviewing

Some research projects may demand a more hands-on approach than relying just on online resources. In the research process, being prepared with great interviewing skills can be really beneficial. Interviews can be a good way to get first-hand knowledge for your research, and knowing how to conduct an effective interview can help you improve your research skills. Interviewing abilities include:

• A plan of action
• Specific, pointed questions
• Respectfulness
• Considering the interview setting
• Actively Listening
• Taking notes

Report Writing

Report writing skills can help you in both your employment and your academic studies. In any case, the overall goal of a report is to transmit specific facts to its audience.

Communication is crucial for effective report writing. Your supervisor, professor, or general reader should comprehend your findings and conclusions clearly. Skills in report writing include:

• Formatting is important.
• Including a synopsis
• Keeping your focus on your main goal
• Developing a plan
• Proofreading\sDirectness

Critical Thinking

Critical thinking skills can help you a lot in the research process and in general as an employee. Your data analysis skills are referred to as critical thinking. When you're conducting research, you'll need to be able to interpret your findings and make rational judgments based on them. The following are examples of critical thinking skills:

• Observation
• Assessing issues
• Problem-solving
• Communication

Planning and Scheduling 

The development of baseline productivity and success standards is one of the most significant components of planning and scheduling. You won't know if you're meeting goals until you have a particular strategy in place with a specific desired outcome defined by a completion date.

It also makes time management considerably easy. Employers value planning and scheduling abilities because they suggest a well-prepared employee. Skills in planning and scheduling include:

• Setting objectives
• Identifying tasks
• Prioritizing
• Delegating if needed
• Time-management

Note-taking

Research involves sifting through and taking in lots of information. Taking thorough notes ensures that you do not overlook any findings and allows you to communicate these findings to your coworkers. Being able to take good notes aids in the summarization of research. Here are some examples of note-taking abilities:

• Using short-hand
• Keeping your goal in mind
• Emphasizing important points
• Reviewing notes afterward

Time Management

Unfortunately, we only have 24 measly hours in a day. In a professional setting, the ability to effectively manage this time is extremely valuable. Hiring managers look for candidates who can complete tasks within a specific time frame.

Strong time management skills imply that you can organize a strategy for breaking down larger tasks in a project and completing them by a deadline. Improving your time management skills can significantly boost the productivity of your research. Time management abilities include the following:

• Creating task outlines
• Thinking strategically
• Stress-management
• Utilizing resources
• Setting reasonable expectations
• Meeting deadlines

Other Helpful Research Skills

The definition of research skills is broad, and there are many traits that could help you in the research process. Consider some of the additional research skills below.

• Attention to detail
• Reading and writing skills
• Considering keywords
• Competitor comparison
• Multitasking
• Summarization
• Presentation

How to Improve Your Research Skills

The great thing about research skills is that many of us use them on a daily basis. When you use a search engine to find information on a topic, you are conducting research. However, there are more proactive ways to begin improving your research skills today:

• Make a distinction between source quality. A researcher's worst source determines how good they are. Start paying attention to the quality of the sources you're using, and be wary of anything you read until you've double-checked the attributions and works cited. Examine the author's bias, the author's research's alignment with the greater body of confirmed research in the subject, and the journal that sponsored or published the research.
• Verify information from several sources. It gets increasingly trustworthy when you can verify information from a variety of sources. If you want to strengthen your belief in one source, check if you can locate another that agrees with it. When you run into contradictions and conflicts in your study, you know you need to keep going until you reach a more definitive conclusion.
• Don't be influenced by confirmation bias. Confirmation bias occurs when a researcher expects a specific result and then searches for data to support that hypothesis, ignoring any sources that contradict or invalidate the researcher's initial idea. Be ready for unexpected responses and keep an open mind. Also, keep in mind that you might not be able to discover a definitive answer. It's preferable to provide the important points of your research to someone (such as your employer) and explain that it didn't lead to a concrete plan of action than to alter your data and give the answer you or your boss want to hear.
• Stay organized. You'll encounter a lot of material during the data gathering process, from webpages to PDFs to videos. To avoid losing something or not being able to properly mention something, it's critical that you maintain all of this information organized in some way. There are numerous methods for keeping your research project structured, but here are a few of the most common: Bookmarks in your browser, index cards, and an annotated bibliography that you update as you go are all useful tools.
• Develop your research skills. Professional certification will help you improve your research skills. CIRS™ (Certified Internet Research Specialist), is by far the only professional credential that meets this challenge. Professional researchers owe it to themselves to seek structured certification programs and stay in touch with new materials and tools that are available to transform research problems from very difficult or impossible to quick and simple tasks. We have developed a CIRS Certification (Certified Internet Research Specialist) to educate and train Online Researchers that now form a significantly large group of people involved in digital information research work.
• Get specific as you go. There's nothing wrong with commencing your investigation in a broad sense. After all, it's critical to become acquainted with the vocabulary and substance of the researcher's results before delving into the details. Orienting yourself to a new topic is an important step that will prevent you from being discouraged and working backwards.
• Learn how to spot a reliable source. Because not all sources are trustworthy, it's critical to be able to distinguish between the good and the bad. To find a trustworthy source, utilize your critical thinking and analytical skills to ask yourself the following questions: Is this source consistent with other sources I've discovered? Is the author a subject matter expert? Is there a conflict of interest in the author's point of view on this subject?

If you're ready to conduct research to enhance your search efforts, the following resources will be useful:

• Educational Search Engines for Students
• Top 100  Academic Search Engines
• 3 ways to help students do efficient online research

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World's leading professional association of Internet Research Specialists - We deliver Knowledge, Education, Training, and Certification in the field of Professional Online Research. The AOFIRS is considered a major contributor in improving Web Search Skills and recognizes Online Research work as a full-time occupation for those that use the Internet as their primary source of information.

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Research skills allow you to find information and use it effectively. It includes creating a strategy to gather facts and reach conclusions so that you can answer a question.

Starting your research

think about your topic – don’t be too vague or too specific (try mind mapping or keyword searching).

read broadly around your subject (don’t just use Google and Wikipedia). Think about a research question that is clearly structured and builds on literature already produced.

find information using the subject databases. View the Database Orientation Program to learn about databases and using search strategies to refine your search and limit results. View our library tutorial on planning your literature search and look at our library subject guides for resources on your specific topic.

Another good starting point for finding information is our library catalogue Library Search  which allows you to search across the library's electronic resources as well as major subject databases and indexes.

carry out a literature review . You may want to include journals, books, websites, grey literature or data and statistics for example. See the list of sources below for more information. Keep a record and organise your references and sources. If you are intending to carry out a systematic review then take a look at the systematic review page on our Research Support library guide.

evaluate your resources – use the CRAAP test (Currency, Relevancy, Authority, Accuracy, Purpose - watch the video, top right). 

reach considered conclusions and make recommendations where necessary.

Your research journey.

Why do I need research skills?

they enable you to locate appropriate information and evaluate it for quality and relevance

they allow you to make good use of information to resolve a problem

they give you the ability to synthesize and communicate your ideas in written and spoken formats

they foster critical thinking

they are highly transferable and can be adapted to many settings including the workplace

You can access more in depth information on areas such as primary research, literature reviews, research methods, and managing data, from the drop down headings under Research Skills on the Academic Skills home page. The related resources in the right-hand column of this page also contain useful supporting information.

• Conference proceedings
• Data & statistics
• Grey literature
• Official publications

Books are good for exploring new subject areas. They help define a topic and provide an in-depth account of a subject.

Scholarly books contain authoritative information including comprehensive accounts of research or scholarship and experts' views on themes and topics. Their bibliographies can lead readers to related books, articles and other sources. 

Details on the electronic books held by the University of Southampton can be found using the library catalogue .

Journals are quicker to publish than books and are often a good source of current information. They are useful when you require information to support an argument or original research written by subject experts.  The bibliographies at the end of journal articles should point you to other relevant research.

Academic journals go through a "peer-review" process. A peer-reviewed journal is one whose articles are checked by experts, so you can be more confident that the information they contain is reliable.

The Library's discovery service Library Search  is a good place to start when searching for journal articles and enables access to anything that is available electronically.

Newspapers enable you to follow current and historical events from multiple perspectives. They are an excellent record of political, social, cultural, and economic events and history.

Newspapers are popular rather than scholarly publications and their content needs to be treated with caution. For example, an account of a particular topic can be biased in favour of that newspaper’s political affiliation or point of view. Always double-check the data/statistics or any other piece of information that a newspaper has used to support an argument before you quote it in your own work.

The library subscribes to various resources which provide full-text access to both current and historical newspapers. Find out more about these on the Library's Newspaper Resources page.

Websites provide information about every topic imaginable, and many will be relevant to your studies.

Use websites with caution as anyone can publish on the Internet and therefore the quality of the information provided is variable. When you’re researching and come across a website you think might be useful, consider whether or not it provides information that is reliable and authoritative enough to use in your work.

Proceedings are collections of papers presented by researchers at academic conferences or symposia. They may be printed volumes or in electronic format.

You can use the information in conference proceedings with a high degree of confidence as the quality is ensured by having external experts read & review the papers before they are accepted in the proceedings.

Find the data and statistics you need, from economics to health, environment to oceanography - and everywhere between - http://library.soton.ac.uk/data .

Grey literature is the term given to non-traditional publications (material not published by mainstream publishers). For example - leaflets, reports, conference proceedings, government documents, preprints, theses, clinical trials, blogs, tweets, etc.. 

The majority of Grey literature is generally not peer-reviewed so it is very important to critically appraise any grey literature before using it.

Most aspects of life are touched by national governments, or by inter-governmental bodies such as the European Union or the United Nations.  Official publications are the documentary evidence of that interest. 

Our main printed collections and online services are for British and EU official publications, but we can give advice on accessing official publications from other places and organisations. Find out more from our web pages  http://library.soton.ac.uk/officialpublications .

Patents protect inventions - the owner can stop other people making, using or selling the item without their permission. This applies for a limited period and a separate application is needed for each country.

Patents can be useful since they contain full technical details on how an invention works. If you use an active patent outside of research - permission or a license is probably needed.

Related resources:

Checking for CRAAP - UMW New Media Archive

How to Develop a STRONG Research Question - Scribbr

Guide to dissertation and project writing - by University of Southampton (Enabling Services)

Guide to writing your dissertation - by the Royal Literary Fund  

Guidance on the Conduct of Narrative Synthesis in Systematic Reviews  - by ESRC Methods Programme

Guidelines for preparing a Research Proposal - by University of Southampton

Choosing good keywords - by the Open University

How to Write a Research Question  - an online guide produced by  the University of Leeds

Evaluating information - a 7 minute tutorial from the University of Southampton which covers thinking critically, and understanding how to find quality and reliable information.

Hints on conducting a literature review  - by the University of Toronto

Planning your literature search  - a short tutorial by the University of Southampton

Using Overleaf for scientific writing and publishing  -  a popular  LaTeX/Rich Text based online collaborative tool for students and researchers alike. It is designed to make the process of writing, editing, and producing scientific papers quicker and easier for authors. 

Systematic reviews  - by the University of Southampton. 

Create your own research proposal - by the University of Southampton

• Last Updated: Aug 14, 2024 10:45 AM
• URL: https://library.soton.ac.uk/sash/introduction-to-research-skills

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Research skills: Examples + how to improve them

No matter what career path you choose to take, research skills are one of the key graduate career skills that will help you impress employers in applications and support you throughout your entire working life. 

Research skills are essential in problem-solving; learning how to improve research skills is therefore a great way to prepare for the workplace and improve your overall skill set in your early career. In this article, you’ll find out what research skills are, how to improve your research skills and much more. 

• What are research skills?
• Examples of research skills
• Jobs that require research skills
• How to improve research skills

How to use research skills at your workplace

How to include research skills in a cv, how to include research skills in a cover letter.

• How to demonstrate your research skills at a job interview

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What are research skills? 

Research skills refer to an individual’s ability to source information about a certain topic, and effectively extract and evaluate the information in order to answer questions or solve problems. 

Research skills are soft skills that are highly sought after by employers as they show a candidate’s ability to understand and analyse a variety of materials and sources. Whether you’re studying or already in the workplace, research skills are important transferable skills to have in any role or sector that you choose.

These skills can be constantly improved, and this is a great way to develop in your early career and prepare for the workplace. For example, your manager might ask you to conduct research or analysis for various projects, where these skills will be essential for your success. 

Learn how to develop your entire transferable skillset with this free online learning course. You'll also get a certificate once you complete the course that you can display on your CV and LinkedIn profile.

Examples of research skills 

During your time at school and university, you will have used a variety of research skills to complete projects and assignments. If you’re not sure what research skills look like in practice, here are some examples: 

Data collection 

Data collection is the process of systematically gathering information in order to solve problems, answer questions and better understand a particular topic. The information or data that you are collecting can be quantitative or qualitative; it can be collected through using surveys, interviews, reviewing existing materials and more to solve a particular problem.

At university, you would need to read broadly on a certain topic or conduct a literature review for a certain project. This is all data collection, and you can develop and use these experiences in your future role too. 

Critical thinking

Critical thinking is the ability to interpret and analyse information in order to form a particular judgement or evaluation. Someone who is a great critical thinker will be able to apply their knowledge (informed by evidence from, for example, data collection) to think rationally and come to a conclusion. Critical thinking is key in the workplace as it means you can analyse and evaluate strategically, to come to a judgement that will inform a particular action or idea.

Detail orientation 

Another key example of a research skill is detail orientation, or the ability to focus on small details. Someone who is detail-oriented will be able to notice small mistakes and will be able to deliver high-quality and accurate work. When solving problems, this is essential, as the ability to extract and evaluate information with accuracy is important for the validity of your research and will help drive high-quality results. 

Time management 

Time management is the ability to organise your time when planning different activities and projects. Effective time management means you’re able to balance your workload and ensure all tasks are completed within an allotted time. This is important for your research skills, as it means you are able to effectively delegate your time between data collection, analysis and evaluation.

Jobs that require research skills 

• External auditors have great attention to detail to investigate organisations. In an external auditor role, you will need to research policies and regulations, analyse data provided by the organisation and draw conclusions for a report.
• A strategist in the financial sector looks at an organisation’s finances to come up with plans for the future. You need great analytical and evaluative skills in order to understand the best options for your clients and turn a rational judgement into action. 
• A role in the Civil Service involves researching, developing and maintaining policy in the UK. Being able to inform your decisions with evidence, and manage your time effectively, is key. 
• In the role of a data scientist , you will need to conduct research to understand why a client or company needs a data scientist, and be able to analyse effectively to see big patterns in large amounts of data. 
• Clinical scientists must carefully analyse and process large amounts of data, requiring strong research skills and detail orientation.

Not quite sure about the type of career you should pursue? Take our Career Path Test and get matched with the career paths and sectors that meet your interests. 

How to improve research skills 

• Practise your time management and organisation skills: Whether you’re at university or in your early career, it’s important to start learning how to balance your time effectively to complete a number of tasks. For your next project, try setting out clear activities that need to be completed, how long you need to spend on each, and a timeline for when each task will be started and completed. 
• Learn how to write reports: In any research process or project, you will need to summarise and evaluate your findings in a written report in a clear and concise way. Make sure to include the objective of your research, a summary of your findings, and the judgements you have made from the evidence you found. 
• Read more widely: One of the core aspects of research and analysis is the ability to extract information from a variety of materials. Reading more widely will improve your data collection skills and will give you experience with forming judgements from a range of sources and on a number of topics.
• Plan . Before you start a project at work, make sure you’ve taken time to plan what tasks you need to do, and how long each will take, to understand the timelines of the project. This allows you to set aside dedicated time for the research phase, for example, before analysing data or putting ideas into action.
• Read about the topic . Whatever sector you’re in, and whatever project you’re working on, reading about your subject area is key to understanding your field ahead of any decisions being made. This will help you solve problems and answer any questions you need to be answered at the offset.
• Compare your results . Following any research or data collection, it’s a good idea to compare your findings with colleagues to ensure consistency across the team. This will lead to greater accuracy for the project as a whole.
• Present . Practising your presentation and communication skills is an essential part of developing your research skills. At the end of any research you’ve conducted, get into the habit of presenting your findings in a written report, and try presenting this to your line manager and wider team.

Once you’ve developed your research skills, it’s important that you know how to convey these effectively in applications – starting with your CV.

Read: How to write a CV | Advice & templates

Your CV is usually the first thing an employer sees of you, so you need to impress them from the offset. Highlighting your research skills, and how you’ve used them in your experience so far, is a great way to do this and will show your organisation, attention to detail and critical thinking.

Research skills should be included under the ‘skills and achievements section of your CV. This is where you include your technical and personal skills that relate to the role you’re applying for.

When talking about your research skills, remember to highlight how you’ve developed these in a concise way. For example, you might have developed research skills by writing a number of literature reviews at university. This might be phrased as “developed effective research skills through data collection and analysis when writing literature reviews for university projects.”

Another way to convey your research skills on your application and impress employers is through the cover letter. If an employer asks for one, it’s important to know how to structure a cover letter so that you can convey your skillset and interest in the role clearly and succinctly.

Your cover letter needs to be no more than one page and should highlight your competency for the role you’re applying for. Approach your application from the basis of ‘what I can do for you’ rather than ‘what you can do for me’. As research skills are transferable, this is a great chance to highlight how you can benefit the organisation and team you’re applying for, as it shows your ability to collect data, think critically, organise your time, analyse and more. Remember to apply these soft and transferable skills to what the job description says will be expected of you.

How to demonstrate your research skills at a job interview 

Interviews are another opportunity to impress employers with your skill set - including how you have developed strong research skills which you can use in the role you’re applying to. 

Ahead of your interview, you should be using your research skills to look into the company you’ve applied for. Get familiar with what they do, their company values and what they’re looking for in a candidate for your chosen role. 

You can also get prepared by practising to answer potential research skills questions like “give me an example of a time when you solved a problem using your research skills.” To answer this, make sure you’re identifying the specific research skills you have used, and explain a real example of when you have solved problems using them. Think about the impact using those research skills had in order to highlight how you have developed these skills effectively in practice. 

Research skills are essential for success in many different roles and fields. By learning how to improve your research skills, you are setting yourself up to impress employers at application and become an asset to a team when you enter the workplace. 

Research skills are soft skills that employers value, are essential for developing your problem-solving skills and are one of the key graduate career skills that recruiters look for. By adding ‘research skills’ to your CV, and highlighting your research capabilities at interviews, you are increasing your employability and chances for success.

Browse thousands of available graduate jobs, schemes and more and demonstrate to employers that you're able to use your research skills to succeed at interview and in your early career. 

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The Best Research Skills For Success

Updated: June 19, 2024

Published: January 5, 2020

Every student is required to conduct research in their academic careers at one point or another. A good research paper not only requires a great deal of time, but it also requires complex skills. Research skills include the ability to organize, evaluate, locate, and extract relevant information.

Let’s learn how to develop great research skills for academic success.

What is Research?

We’ve all surely heard the term “research” endlessly. But do you really know what it means?

Research is a type of study that focuses on a specific problem and aims to solve it using scientific methods. Research is a highly systematic process that involves both describing, explaining, and predicting something.

Photo by  Startup Stock Photos  from  Pexels

What are research skills.

Research skills are what helps us answer our most burning questions, and they are what assist us in our solving process from A to Z, including searching, finding, collecting, breaking down, and evaluating the relevant information to the phenomenon at hand.

Research is the basis of everything we know — and without it, we’re not sure where we would be today! For starters, without the internet and without cars, that’s for sure.

Why are Research Skills Important?

Research skills come in handy in pretty much everything we do, and especially so when it comes to the workforce. Employers will want to hire you and compensate you better if you demonstrate a knowledge of research skills that can benefit their company.

From knowing how to write reports, how to notice competition, develop new products, identify customer needs, constantly learn new technologies, and improve the company’s productivity, there’s no doubt that research skills are of utter importance. Research also can save a company a great deal of money by first assessing whether making an investment is really worthwhile for them.

How to Get Research Skills

Now that you’re fully convinced about the importance of research skills, you’re surely going to want to know how to get them. And you’ll be delighted to hear that it’s really not so complicated! There are plenty of simple methods out there to gain research skills such as the internet as the most obvious tool.

Gaining new research skills however is not limited to just the internet. There are tons of books, such as Lab Girl by Hope Jahren, journals, articles, studies, interviews and much, much more out there that can teach you how to best conduct your research.

Utilizing Research Skills

Now that you’ve got all the tools you need to get started, let’s utilize these research skills to the fullest. These skills can be used in more ways than you know. Your research skills can be shown off either in interviews that you’re conducting or even in front of the company you’re hoping to get hired at .

It’s also useful to add your list of research skills to your resume, especially if it’s a research-based job that requires skills such as collecting data or writing research-based reports. Many jobs require critical thinking as well as planning ahead.

Career Paths that Require Research Skills

If you’re wondering which jobs actually require these research skills, they are actually needed in a variety of industries. Some examples of the types of work that require a great deal of research skills include any position related to marketing, science , history, report writing, and even the food industry.

Photo by  Abby Chung  from  Pexels

How students can improve research skills.

Perhaps you know what you have to do, but sometimes, knowing how to do it can be more of a challenge. So how can you as a student improve your research skills ?

1. Define your research according to the assignment

By defining your research and understanding how it relates to the specific field of study, it can give more context to the situation.

2. Break down the assignment

The most difficult part of the research process is actually just getting started. By breaking down your research into realistic and achievable parts, it can help you achieve your goals and stay systematic.

3. Evaluate your sources

While there are endless sources out there, it’s important to always evaluate your sources and make sure that they are reliable, based on a variety of factors such as their accuracy and if they are biased, especially if used for research purposes.

4. Avoid plagiarism

Plagiarism is a major issue when it comes to research, and is often misunderstood by students. IAs a student, it’s important that you understand what plagiarism really means, and if you are unclear, be sure to ask your teachers.

5. Consult and collaborate with a librarian

A librarian is always a good person to have around, especially when it comes to research. Most students don’t seek help from their school librarian, however, this person tends to be someone with a vast amount of knowledge when it comes to research skills and where to look for reliable sources.

6. Use library databases

There are tons of online library resources that don’t require approaching anyone. These databases are generally loaded with useful information that has something for every student’s specific needs.

7. Practice effective reading

It’s highly beneficial to practice effective reading, and there are no shortage of ways to do it. One effective way to improve your research skills it to ask yourself questions using a variety of perspectives, putting yourself in the mind of someone else and trying to see things from their point of view.

There are many critical reading strategies that can be useful, such as making summaries from annotations, and highlighting important passages.

Thesis definition

A thesis is a specific theory or statement that is to be either proved or maintained. Generally, the intentions of a thesis are stated, and then throughout, the conclusions are proven to the reader through research. A thesis is crucial for research because it is the basis of what we are trying to prove, and what guides us through our writing.

What Skills Do You Need To Be A Researcher?

One of the most important skills needed for research is independence, meaning that you are capable of managing your own work and time without someone looking over you.

Critical thinking, problem solving, taking initiative, and overall knowing how to work professionally in front of your peers are all crucial for effectively conducting research .

1. Fact check your sources

Knowing how to evaluate information in your sources and determine whether or not it’s accurate, valid or appropriate for the specific purpose is a first on the list of research skills.

2. Ask the right questions

Having the ability to ask the right questions will get you better search results and more specific answers to narrow down your research and make it more concise.

3. Dig deeper: Analyzing

Don’t just go for the first source you find that seems reliable. Always dig further to broaden your knowledge and make sure your research is as thorough as possible.

4. Give credit

Respect the rights of others and avoid plagiarizing by always properly citing your research sources.

5. Utilize tools

There are endless tools out there, such as useful websites, books, online videos, and even on-campus professionals such as librarians that can help. Use all the many social media networks out there to both gain and share more information for your research.

6. Summarizing

Summarizing plays a huge role in research, and once the data is collected, relevant information needs to be arranged accordingly. Otherwise it can be incredibly overwhelming.

7. Categorizing

Not only does information need to be summarized, but also arranged into categories that can help us organize our thoughts and break down our materials and sources of information.

Photo by  Noelle Otto  from  Pexels

What are different types of research, 1. qualitative.

This type of research is exploratory research and its aim is to obtain a better understanding of reasons for things. Qualitative research helps form an idea without any specific fixed pattern. Some examples include face-to-face interviews or group discussions.

2. Quantitative

Quantitative research is based on numbers and statistics. This type of research uses data to prove facts, and is generally taken from a large group of people.

3. Analytical

Analytical research has to always be done from a neutral point of view, and the researcher is intended to break down all perspectives. This type of research involves collecting information from a wide variety of sources.

4. Persuasive

Persuasive research describes an issue from two different perspectives, going through both the pros and cons of both, and then aims to prove their preference towards one side by exploring a variety of logical facts.

5. Cause & Effect

In this type of research, the cause and effects are first presented, and then a conclusion is made. Cause and effect research is for those who are new in the field of research and is mostly conducted by high school or college students.

6. Experimental Research

Experimental research involves very specific steps that must be followed, starting by conducting an experiment. It is then followed by sharing an experience and providing data about it. This research is concluded with data in a highly detailed manner.

7. Survey Research

Survey research includes conducting a survey by asking participants specific questions, and then analyzing those findings. From that, researchers can then draw a conclusion.

8. Problem-Solution Research

Both students and scholars alike carry out this type of research, and it involves solving problems by analyzing the situation and finding the perfect solution to it.

What it Takes to Become a Researcher

• Critical thinking

Research is most valuable when something new is put on the table. Critical thinking is needed to bring something unique to our knowledge and conduct research successfully.

• Analytical thinking

Analytical thinking is one of the most important research skills and requires a great deal of practice. Such a skill can assist researchers in taking apart and understanding a large amount of important information in a short amount of time.

• Explanation skills

When it comes to research skills, it’s not just about finding information, but also about how you explain it. It’s more than just writing it out, but rather, knowing how to clearly and concisely explain your new ideas.

• Patience is key

Just like with anything in life, patience will always take you far. It might be difficult to come by, but by not rushing things and investing the time needed to conduct research properly, your work is bound for success.

• Time management

Time is the most important asset that we have, and it can never be returned back to us. By learning time management skills , we can utilize our time in the best way possible and make sure to always be productive in our research.

What You Need to Sharpen Your Research Skills

Research is one of the most important tasks that students are given in college, and in many cases, it’s almost half of the academic grade that one is given.

As we’ve seen, there are plenty of things that you’ll need to sharpen your research skills — which mainly include knowing how to choose reliable and relevant sources, and knowing how to take them and make it your own. It’s important to always ask the right questions and dig deeper to make sure that you understood the full picture.

In this article

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone. Read More

Marketing91

What are Research Skills? And Why are they Important?

June 12, 2023 | By Hitesh Bhasin | Filed Under: Marketing

Research skills are essential to many employers since they help the organisation to develop new products and services, identify the wants and needs of the customer and improve in what they do to keep up with the competition in the industry and the market . Having research skills is an important trait which you can highlight to your employers and also help you in your career path .

Definition: it is the ability to find a solution and answer to a question. It includes the ability to collect relevant information regarding the topic, review on that information and interpret after analysing the information.

Research skills are essential which every candidate should possess while applying for jobs. Research skills are useful even in non-research areas, and such candidates are valued in almost every company or every sector. Having these skills will make your research process smoother, and you will be able to complete your research earlier than time.

Before you work on your research skills, you must have good knowledge about the research and the field in which you are doing the research. Technical expertise, along with research skills, will make it a success since one without another is incomplete.

Table of Contents

Importance of Research Skills

Research skills are loved by employers all around. This is because research is a vital part of the business and it helps the companies in many functions such as report writing , developing new products, keeping track of competitors, identifying the needs of the customer, keeping up with ever-changing technologies and improvements in the market, etc

Research skills also show companies that you will be able to suggest new ideas and assist the research and development team of the business in adapting to their changing world and dynamic market. Research helps to save money.

Launching a new product can be very expensive for a company and not to mention very risky also. The research will help the companies to predict if any customer will buy the product. It helps to predict the viability of the product in the market.

Research helps to minimise the risk, which companies take while launching the product. Also, research helps to analyse the competitor activities and determine the right course of action to get a competitive edge in the market and in turn, better business by increasing the number of customers.

Top research skills

Research skills often vary like research. For example, research which involves collecting primary information by the method of surveys then you have the expertise to form questionnaire , or if the research suggests data mining , then those are the skills that you should have.

However, following are few research skills which are common to every stream or industry or any research topic:

1. Searching information

Every researcher has to search for information from many sources. They may be primary sources or secondary sources. The researcher has to analyse the available information and the gathered information and then use it in his research.

This information is also analysed to solve the research. The researcher has to have the skill of searching for information and digging out the necessary part of that search for his research. Internet research skills are especially valued everywhere.

The Internet consists of a lot of data and information. Some information is accurate while some of it is false. The researcher needs to have the skills to distinguish correct details from the falsified information.

The reliable information will have links and sources from which the information is received, while the information which is not credible will be without bibliography or references.

2. Attention

The researcher should have the skill to pay close attention to details. It is a crucial skill not only for research but also for all the tasks at work. You may have chalked responsibilities like specifying procedures and policies and implementing them which are given by the company.

This means that you have to understand the details yourself first, and then you can ensure that others implement it.

Identifying the needs of the customer, knowing exactly what will be the limitations of your research, what are the alternative ways that you can find information which has not been tried, are few of the things which require extreme care and attention to specifics.

You will encounter a lot of information while conducting your research. For example, if you’re collecting primary data , then there may be a lot of information which is coming to you which you may not have asked for, but you think you might require it at some point in the research. You must have the skills and ability to make notes of all such information.

This information may or may not be used for your research, but you must collect it and store it safely.

The information should also be accessible to you, and the note should be clear and legible so that even if you look at it after many weeks, months or years, not only you but anyone who reads it should understand. Note-taking is a valuable skill to have in research as well as in non-research jobs.

4. Time Management

Time management is the skills in which you break down the entire project into small manageable parts. You have to approach the project with the deadline so that you complete the project before the stipulated time. Similarly, shorter deadlines should be applied to small sections which you have broken down and complete them accordingly. Time management also involves setting objectives, planning for it, organising and completing the task. The better you are at the time management, the better your research will be.

Apart from research skills time management is a valued skill for every employer

5. Problem-solving skills

The ability to manage stressful situations and overcome complex challenges in business is called problem-solving skills. Problem-solving skills are essential in research because the research itself is a big problem which you are going to provide a solution.

You have to analyse the available information critically, understand what are the resources with you and solve the problem. You may encounter numerous problems in your research process. For some problems, you can approach your peers, research guide and industry experts. But if you continuously approach someone for your problems, then it may not go well.

Not only with your research be devalued, but even though you will be able to complete the research, you may never have the complete knowledge of it. This is why problem-solving skills is an essential skill to have.

6. Communicating results

When you understand a result correctly then only you can communicate it properly. You have to present the information in a way that others can understand and comprehend your solution.

Communication involves verbal as well as non- verbal communication . Non-verbal communication is more important, but in the case of a research presentation, both verbal and non-verbal skills are necessary equally.

You have to develop active listening , excellent observation skills and fluent and natural speaking skills , which are a part of communication skills .

Excellent communication skills are something that employers are always looking out for, And it will help to boost your career since they are equally valued in non-research areas of the job as well.

Improving research skills

Following are the tips which you can use to improve your research skills.

1. Define the research properly

Defining the research properly as it relates to the area or assignment gives the research students the context which this act and the context that they require. More than 50% of students say that class discussions about conducting research are helpful for them.

You must define your research correctly and in sync with your division or speciality.

Well defined research is half work done if you are not aware of the research or its steps or you are partly knowledgeable about it so that you must ask your faculty or your research guide about the details of your research process.

2. Break down the research into smaller parts

Handling the entire research process at once, is a cumbersome thing. Especially for someone who is doing their first research. It is efficient to break down the research into manageable parts.

You can first work on the proposal of the topic then you can start on secondary research . Once you have a comparative framework of your research, then you can proceed with primary research , analysis of primary research and preparation of the report.

Instead of preparing the final report directly, work on making a draft which can be edited easily. Get the draft checked and evaluated from various research guides and use their inputs to improve your research.

3. Avoid plagiarism

Plagiarism is something that should be avoided. Best research reports have no plagiarism. This not only deteriorates the quality of the research but also reduces your value as a researcher. Plagiarised research is worse than having no research.

A small percentage of plagiarism is acceptable such as 2 – 5% but beyond that deteriorates the research. Find authentic first-hand information which will reduce your plagiarism and try to search on new perspective rather than copying second-hand information.

There are many software available these days which check for plagiarism in seconds and can direct you to the source from which the information is taken.

4. Research evaluation

Be accurate about how the research will be evaluated. If you have access to, then study the sample research and see how they were evaluated, what went wrong, what was right.

It is difficult for research students to define the expectations of their professors and evaluators. This is why they must work on the evaluation procedures before submitting the work and avoid the mistakes that can be avoided.

5. Consultant a librarian

Very few researchers think of consulting a librarian when doing their research. A lot of students said that they do not seek help with the librarian with the research related to the course. This is why many of the researchers end up getting frustrated or not finding the required resources for their study.

Finding through library database is a humongous task in itself. They need the help of a librarian who is expert in navigating through the library and in planning your research strategy .

They can locate any available book in the library within seconds or minutes, and on the contrary, a student who is not aware of navigating through the library will take hours on end to get the book. There are many online services available for the library in which the students can use to improve their research.

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About Hitesh Bhasin

Hitesh Bhasin is the CEO of Marketing91 and has over a decade of experience in the marketing field. He is an accomplished author of thousands of insightful articles, including in-depth analyses of brands and companies. Holding an MBA in Marketing, Hitesh manages several offline ventures, where he applies all the concepts of Marketing that he writes about.

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Importance of Research

Students will understand the importance of research in academic essays, learning to support arguments with credible evidence. They will promote critical thinking and ensure the relevance and reliability of their writing.

Objectives:

• Define “research”
• Explain the importance and benefit of research

Sample In-Class Activities

• Group Discussion

Recommended for: All Students

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Social and Emotional Modes of Learning Within Digital Ecosystems: Emerging Research Agendas

• Original research
• Open access
• Published: 20 August 2024

Cite this article

You have full access to this open access article

• Ola Erstad   ORCID: orcid.org/0000-0003-1712-300X 1 ,
• Miroslava Černochová 2 ,
• Gerald Knezek 3 ,
• Takahisa Furuta 4 ,
• Kyosuke Takami 5 &
• Changhao Liang 6  

1 Altmetric

This article brings together literature and perspectives that have evolved during the last decade on issues of social and emotional aspects of learning in a digital age. This topic points to some core challenges and worries of contemporary social developments within digitalized societies, and ways of perceiving future developments of how we conceptualize learning and education within and beyond formal schooling to better provide for ways of engaging young learners. The aim is to address some emerging issues on the importance of digital social and emotional skills (D-SEL) relevant for our understanding of learning and education in contemporary and future societies. We use developments in selected countries (Norway, Czech Republic, USA and Japan) as examples to discuss how social and emotional skills have entered educational systems. The findings show that not only knowledge in a cognitive sense is important for human life, but also people’s approach to life and their ability to adapt to changes as digital social and emotional ways of learning.

Explore related subjects

• Artificial Intelligence
• Digital Education and Educational Technology

Avoid common mistakes on your manuscript.

1 Introduction

Social and emotional learning (SEL) has become a key issue for research, policy, and educational practice over the past 10 years (Burns & Gottschalk, 2019 , 2020 ; Clarke et al., 2015 ), especially in the post-COVID era (Wang et al., 2023 ). The related concept of well-being in the digital age implies broader aspects of living with digital media in everyday life. Research has shown that the integration of cognitive, social, and emotional skills improves life outcomes at the societal and individual levels (OECD, 2021 ), but that social media use also poses challenges among young people (UNESCO, 2023 ).

Recent digital technology advances and new digital ecosystems, especially linked to hyperconnectivity (Brubaker, 2023 ), social media platforms (Harvard Educational Review, 2022 ; van Dijck et al., 2018 ) and datafication (Mascheroni & Siibak, 2021 ; Pangrazio & Sefton-Green, 2022 ), have raised awareness of the importance of socioemotional skills and the more cognitive aspects of learning. These developments, which combine the social and emotional aspects of learning with recent technological developments, support interesting new modes of learning and conceptions of future developments in education but also cause deep concern about the well-being of young people, which is of great importance in most countries.

In this article, we consider the literature and research perspectives that have evolved during the last decade regarding the social and emotional aspects of learning in the digital age. We highlight some core challenges and concerns considering contemporary social developments within digitalised societies, including the development of artificial intelligence (AI), datafication, and digital platforms, and how we conceptualise learning and education within and beyond formal schooling to provide better ways of engaging young learners.

The aim of this article is to address emerging issues relating to the importance of the social and emotional skills that are relevant for understanding learning and education in contemporary and future societies. We will explore developments in selected countries (Norway, the Czech Republic, the United States (US), and Japan) as examples of how social and emotional skills have gained importance in education systems around the world. The research question underpinning this article is: In what ways have social and emotional modes of learning become important with respect to emerging digital ecosystems within education?

2 Social and Emotional Skills as an Emerging Field

Awareness of the social and emotional aspects of learning is not new in educational research, as referred to in Table  1 . Students’ motivation has been a concern of schooling since national formal education was introduced. However, changes have become apparent in recent years. Social and emotional skills have become highly relevant to the way education is defined in the age of digital transformation (Vuorre & Przybylski, 2023 ). In the following sections, we discuss some relevant frameworks, emerging research agendas, and aspects of digital ecosystems that are highly relevant in this context. These are summarized in Table  1 .

3 Frameworks and Definitions

The literature on social and emotional skills has increased steadily, as evidenced by the growing number of studies on this topic and the development of appropriate measurement instruments, as shown in several reviews of the literature (Halle & Darling-Churchill, 2016 ; Martinez-Yarza et al., 2023 ; Sancassiani et al., 2015 ). During the past 20 years, a broader understanding of social and emotional skills has emerged, and Martinez-Yarza et al. ( 2023 ) highlighted the challenges of measuring such skills.

3.1 Initiatives on Competences and Skills

Regarding the development of competencies and skills in the twenty-first century, the Organisation for Economic Co-operation and Development (OECD) has taken important steps towards addressing the role of social and emotional skills in contemporary education systems. At the end of the 1990s, the OECD initiated both the Programme for International Student Assessment (PISA) and the Definition and Selection of Key Competences (DeSeCo) studies to gain a better understanding of students’ performance in key subject areas and how well education systems were adapted to 21st-century challenges. Both studies have generated extensive research and have been foundational for emerging fields of study during the last 20 years. Within the DeSeCo framework, the notion of competencies encompasses cognitive, motivational, ethical, social, and behavioural components and combines stable traits, learning outcomes (e.g., knowledge and skills), belief-value systems, habits, and other psychological features. By focusing on a broad conception of competencies and the role of education in the twenty-first century, this initiative was important for the development of later frameworks to address social and emotional competencies as important components of learning and development. For example, it has underpinned the European Key Competences for Lifelong Learning: A European Reference Framework reports (European Parliament, 2006 , 2016 ), and the International Assessment and Teaching of 21st Century Skills project (ATC21S) (Griffin et al., 2012 ).

The report Skills for Social Progress. The Power of Social and Emotional Skills (OECD, 2015 ) is relevant to conceptions of SEL as part of educational frameworks since it brought together research on SEL to foster the development of appropriate measurement instruments and policies. The perspectives outlined in this report can help us understand how social and emotional skills are defined.

Children and adolescents need a balanced set of cognitive social, and emotional skills in order to succeed in modern life. Cognitive skills, including those that are measured by achievement tests and academic grades, have been shown to influence the likelihood of individuals’ educational and labour market success. They also predict broader outcomes such as perceived health, social and political participation as well as trust. In turn, social and emotional skills, such as perseverance, sociability and self-esteem have been shown to influence numerous measures of social outcomes, including better health, improved subjective well-being and reduced odds of engaging in conduct problems. Cognitive and socio-emotional skills interact and cross-fertilize and empower children to succeed both in and out of school. (OECD, 2015 , p. 3)

3.2 Initiatives for 21st-Century Children

Other relevant initiatives have focused on modern childhood and how it has changed in most countries during the last 20 years, often for the better (Burns & Gottschalk, ). In the 21st Century Children Project run by the Centre for Educational Research and Innovation (OECD), researchers explored the intersection between emotional well-being and digital technologies. Children in the twenty-first century are reporting more anxiety as access to digital means of communication increases and education systems become more performance-oriented and ever more competitive. There is increased awareness among authorities about both physical and mental health issues among children and young people.

In Europe and the US, several frameworks have recently been developed that focus on social and emotional skills. The most well-known is the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. The team that developed this framework defined SEL as follows:

The process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions ( https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ )

The CASEL initiative has categorised social and emotional skills into five key competence areas: self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. The framework is intended for use by schools, families, and communities to support the learning and development of young people. Each of these five competence areas is important for supporting the broad aspects of learning and living.

In Europe, the European Commission has initiated LifeComp , which is a European framework for the personal and social learning of key competencies based on the competency framework mentioned above. LifeComp defines nine key areas of such skills and competencies: 1) self-regulation (awareness and management of emotions, thoughts, and behaviour); 2) flexibility (ability to manage transitions and uncertainty and to face challenges); 3) well-being (pursuit of life satisfaction; care for physical, mental, and social health; and adoption of a sustainable lifestyle); 4) empathy (understanding of another person’s emotions, experiences, and values, and the provision of the appropriate responses); 5) communication (use of relevant communication codes, experiences, and tools depending on the context and the content); 6) collaboration (engagement in group activities and teamwork while acknowledging and respecting others); 7) growth mindset (belief in one’s and others’ potential to continuously learn and progress); 8) critical thinking (assessment of information and arguments to support reasoned conclusions and develop innovative solutions); and 9) managing learning (planning, organising, monitoring, and reviewing of one’s own learning).

Learning in this sense has become a complex concept involving diverse aspects of young peoples’ everyday lives across formal, non-formal, and informal contexts (Erstad & Silseth, 2023 ; Erstad, 2023 ). The digital ecosystems that young people inhabit are becoming increasingly complex with the new challenges posed by algorithmic power, AI, datafication, and platformisation, which influence the ways in which we understand young people’s social and emotional skills today (Pangrazio & Sefton Green, 2022 ).

4 Technological Developments and Digital Life (During the Pandemic and Beyond)

A key aspect of current media culture, compared to only a decade ago, is the pervasiveness of media, especially due to the development of mobile technologies, social media, and the platformisation of societies (Pangrazio & Sefton Green, 2022 ; Dijck et al., 2018 ). The number of internet and social media users has been steadily rising during the past decade, and the latest statistical data gathered from different agencies and sources of internet users worldwide by the Wearesocial.com service shows the following:

More than 66 percent of all the people on Earth now use the internet, with the latest data putting the global user total at 5.35 billion. Internet users have grown by 1.8 percent over the past 12 months, thanks to 97 million new users since the start of 2023. There are now more than 5 billion active social media user identities, with the global total reaching 5.04 billion at the start of 2024. Our latest social media user identities figure has increased by 5.6 percent over the past year, with 266 million new users starting to use social media for the first time over the course of 2023. But despite these impressive figures, more than 2.7 billion people remain offline around the world, with India alone home to more than 680 million of the world’s ‘unconnected’ ( https://wearesocial.com/uk/blog/2024/01/digital-2024-5-billion-social-media-users/ )

These developments have been described as constituting a ‘culture of connectivity’ (van Dijck, 2013 ), emphasising how connected our lives are to others and to diverse online spaces to a degree never experienced before. Very few places today have no media use. Of course, both concerns and prospects arise from these developments. The growing use of mobile technologies (e.g. tablets and smartphones) allows for instant and ubiquitous access to the internet via portable devices that even young children can manage and operate easily (Erstad et al., 2020 ).

During the global COVID-19 pandemic, these technological developments and their use in everyday life escalated because everybody had to rely on digital forms of communication and tuition delivery. Studies were conducted to study the experiences of students during lockdowns and beyond, both the positive and negative outcomes. For example, Vuorikari et al. ( 2020 ) reporting from a large-scale European project called Kids Digital Lives in COVID-19 Times , stated:

In these times of unprecedented crisis, most children in Europe and beyond have been affected by confinement. Schooling, leisure time, and social contacts have all taken place at home and very often on digital platforms. This means that children are, more than ever, consumers of digital media and content. Previous research has shown that an increase in time spent online increases the likelihood of negative experiences, while increasing opportunities. (2020, p. 5)

This study showed that more than half of the 10–18-year-old children surveyed were worried about continuing their schoolwork. The differences between countries were notable. For example, regarding online homework, children in Norway, Slovenia, and Portugal were more optimistic than their Romanian, Spanish, or Irish counterparts.

The UNESCO Global Education Monitoring Report published by the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2023 ) emphasised as today’s most important challenge the increasing inequalities in access to and use of technologies within education systems between countries in different parts of the world. The report showed that even in the world’s richest countries, only about 10% of 15-year-old students used digital devices for more than an hour per week for mathematics and science, and only half of the countries had standards for developing teachers’ Information and Communication Technology (ICT) skills.

These examples of technological developments, which together form highly complex digital ecosystems that young people grow up with and that education systems relate to, necessitate paying more attention to the socioemotional skills and well-being of young people and their ways of learning. The massive increase in internet users worldwide, and especially users of diverse social media, raises deep concerns about the socioemotional well-being of young people who may lack the digital literacy to deal with the impact of these technological developments on their daily lives.

4.1 Relevant Research Initiatives

Over the last 10 years, numerous researchers have focused on social and emotional skills within education regarding the development of digital technologies. We will consider only a few studies tudies that have defined different aspects of social and emotional skills in the digital age. These studies were chosen because they both relate to the key issues mentioned previously and involve different countries.

Some relevant studies have documented a decrease in students’ motivation, interest in school, and general well-being across different countries, and topics such as cyberbullying remain prevalent (Bakken, 2022 ). In a review of the evidence regarding the effectiveness of school-based and out-of-school programmes in the United Kingdom (UK), Clarke et al. ( 2015 ) studied ‘what works in enhancing social and emotional skills development during childhood and adolescence’. They claimed:

Extensive developmental research indicates that the effective mastery of social and emotional skills supports the achievement of positive life outcomes, including good health and social well-being, educational attainment and employment and the avoidance of behavioural and social difficulties. There is also a substantive international evidence base that shows that these skills can be enhanced, and positive outcomes achieved through the implementation of effective interventions for young people (Clarke et al., 2015 , p. 2).

One important research initiative is the OECD Survey on Social and Emotional Skills (SSES; OECD, 2021 ), which identifies and assesses the conditions and practices that foster or hinder the development of 10- and 15-year-old students’ social and emotional skills. It does not target digital technologies per se but explores key issues regarding the contemporary understanding of social and emotional skills across several countries. In 2019, the SSES examined the creativity, curiosity, empathy, cooperation, and other social and emotional skills of 10- and 15-year-old students in nine cities across different regions of the world, including: Bogotá (Colombia), Daegu (Korea), Helsinki (Finland), Houston (the US), Istanbul (the Republic of Turkey), Manizales (Colombia), Ottawa (Canada), Sintra (Portugal), and Suzhou (the People’s Republic of China). The subsequent international report shed light on how social and emotional skills differ by gender, social background and age, and why they matter for student outcomes such as academic performance, career expectations, and well-being (OECD, 2021 ). The first report was entitled Beyond Academic Learning (OECD, 2021 ), and one important finding was that students’ social and emotional skills differed by social background and gender. Girls reported higher levels of skills related to task performance, such as responsibility and achievement motivation. They also reported higher levels of skills that are important in an interconnected world, such as empathy, cooperation, and tolerance. In contrast, boys exhibited stronger emotional regulation skills, such as stress resistance, optimism, and emotional control, as well as important social skills, such as assertiveness and energy. Students from advantaged backgrounds reported better social and emotional skills than their disadvantaged peers for every skill that was measured in all cities participating in the survey. The learning environment and climate at school also mattered. The second report, entitled  Schools as Hubs for Social and Emotional Learning: Are Schools and Teachers Ready? ( OECD, 2023 ), stated:

[The] results indicate that developing social and emotional skills is acknowledged as an aim of schools as much as promoting academic skills. However, the former are less commonly evaluated than the latter. Schools mainly embed social and emotional promotion into their general practices, while activities and lessons with a specific focus on learning these skills are less common. Both an active promotion in schools and extensive learning opportunities for teachers on relevant topics provide a fertile ground for an effective social and emotional education. They boost teachers’ self-efficacy and use of active learning pedagogies, as well as quality relationships at school. Younger students benefit more often from key elements of an effective social and emotional education in school (OECD, 2023 , p. 1).

The European project Building social and emotional skills to BOOST Mental Health Resilience in Children and Young People in Europe , (2018–2021), (BOOST, www.boostproject.eu ) is another example of a large-scale project aiming to create an innovative approach to strengthening social and emotional skills and promoting mental health and well-being among children and young people in school. Like the previously mentioned OECD project, the BOOST project shows the importance of education for developing socioemotional skills and the need to understand the (digital) ecosystems in which young people are embedded. The question remains as to what extent the digital environment plays a role in these developments.

5 SEL Developments in Selected Countries and Education Systems

Examples of how SEL initiatives had developed across countries emerged during the face-to-face discussions of the SEL thematic working group that met in Kyoto for EDUsummIT 2023 (Cernochova et al., 2023 ). We present examples from the four countries represented in the discussions in this section. The four countries have diverse education systems and sociocultural structures that are of interest for understanding socioemotional skills for dealing with digital transformations. We will consider how social and emotional skills have emerged, focusing on the well-being of young people and the digital ecosystems they inhabit, as summarized in Table  2 .

One important implication in the ways social and emotional skills have been defined as central in curriculum developments in Norway is the way the new national curriculum, implemented during and after the pandemic, defines certain transversal topics across all subjects and on all levels of schooling. The national curriculum, implemented during Fall 2020 called ‘Fagfornyelsen’ (‘Renewal of the Subjects’ & White Paper, 2016 ) was initiated to renew the content of traditional subjects. Three transversal areas are defined as being of key importance in our society today; ‘sustainable development’, ‘democracy and citizenship’ and ‘public health and life skills’. It is especially the last one that is of interest in this context, and also in its connection to the digital life of young people. This topic represents a deep concern about how many young people in Norway today find it challenging to cope with their own life conditions in spite of living in a rich and safe country. Attention to their social and emotional skills have become even more important as part of this curriculum development. However, research shows that many teachers experience this new topic area as a challenge, in both understanding what it implies and how to teach about it (Brevik et al., 2023 ).

In addition, national surveys have recently shown that motivation and interest for schools have been dropping among Norwegian youngsters (Bakken, 2022 ), and that levels of stress and anxiety has increased especially after the pandemic. Among policy makers, researchers and practitioners these developments and the need for increased focus on life skills reflect uncertainty about the impact of new technologies in schools and as part of the life of young people in general. As a consequence the government in 2023 established a committee, to give advice on screen time use among students in Norwegian schools, consisting of researchers and practitioners as well as union representatives. The committee provided recommendations on screen time use and also stated that the research base is not clear on these issues.

5.2 Czech Republic

In the Czech school system, SEL is primarily included in prevention initiatives at schools with the aim of minimizing the occurrence of risky behavior or in terms of the need to systematically develop the key skills of student teachers (e.g., the ability to work with the classroom climate). The field of prevention is governed by the ‘National Strategy for the Primary Prevention of Risky Behavior of Children and Youth for the period 2019–2027’ (see MŠMT, 2019 )which defines key concepts, sets up a system for ensuring preventive measures, presents the legal framework for the primary prevention of risky behavior in order to clearly define terminology, roles and competencies of individual actors, mainly aimed at children in kindergarten and 1st grade of elementary school (Palová, 2020 , p. 50). In 2019, the Czech School Inspectorate (ČŠI) published a thematic report focused on the development of social literacy. From the point of view of the implementation of social-emotional learning in Czech schools, the statement that "almost 85% of teachers and more than 90% of principals consider social literacy to be as important as other skills that primary and secondary schools try to develop" (ČŠI, 2019 ). According to the RVP ( 2023 ) (‘Rámcový vzdělávací program’) a state national curriculum document), one of the components of communicative competence is that the pupil "uses information and communication tools and technologies for high-quality and effective communication with the surrounding world". In social and personal competence, we can see signs of SEL.

Regardless of the situation with SEL in the curriculum and in school practice, SEL is becoming the subject of research at Czech universities. For example, in the years 2017–2020 the Palacký University (Faculty of Arts, Department of Psychology) did a research project ‘Social-Emotional Learning in Czech schools and the Second Step Program’, focused on social-emotional competencies in primary and secondary schools with the aim to point out the importance of those efforts in the primary prevention of risk behaviour. The Program, divided into three parts "Empathy", "Impulsivity Management and Problem Solving", and "Anger Management", was introduced in some Czech schools. The Czech curriculum for basic and secondary schools does not deal with the issue of social and emotional learning sufficiently strongly and comprehensively. This indicates that neither the curriculum documents nor the schools and their teachers in the Czech Republic are fully prepared for SEL, especially in the context of society moving into the digital age.

In the US, K-12 teacher professional development and preservice teacher preparation are moving quickly to include SEL as a necessary teacher education component. For example, SimSchool (see SimSchool.org), an online classroom ‘flight simulator’ that helps teachers practice with simulated students, has since 2000 used the Academic Index as the primary indicator of educator proficiency for addressing the needs of individual (simulated) learners (Tyler-Wood et al., 2015 ). However, since 2023, SimSchool has included a companion Socio-Emotional Index that focuses on the extent to which educators have addressed the special socioemotional needs of individual learners, such as their anxieties, introverted personality traits, and attention deficits, during simulated teaching sessions (Christensen & Knezek, 2022 ). SimSchool is currently used by thousands of teachers across the US and in other countries around the world, and it therefore serves as a trend indicator of the acknowledged importance of SEL (Stavroulia et al., 2015 ).

A second example from the US occurred at the third author’s home institution, beginning as the US emerged from lockdown due to the COVID-19 pandemic in autumn 2021. The University of North Texas (UNT) introduced a new required course on SEL that is paired with the Digital Tools in Education (Tech Tools) and is a required course for all preservice teacher candidates as part of their academic preparation. Both half-courses (1.5 credits each) are required for more than 400 teacher preparation candidates per year. SEL is taught by the Counselling Department, while Digital Tools in Education is taught by the Learning Technologies Department. These two courses are paired for students at the beginning of their methods class sequence (early second year of 4 years of preparation). During any given autumn or spring semester, half of the ‘paired’ group attends SEL for 8 weeks, and vice versa for the other half of the group. Therefore, both classes are completed adjacently. The paired course format is currently considered ‘well established’ after having been offered for 3 years. Research on perceived student teacher preparation and learning outcomes is underway.

The implications of these trends in the US are that SEL is rapidly becoming accepted as an important area of study in teacher preparation and in-service teacher professional development curricula. Because teacher preparation guidelines are periodically realigned to address the evolving needs of society, we can infer that SEL is perceived as urgently requiring further attention in primary and secondary school classrooms across the 50 states, despite their independently determined curricular priorities, as prescribed by the US Constitution.

In recent decades, problems such as bullying of classmates, violence, refusal to attend school, and shut-in (staying in one’s room and refusing to see anyone) have emerged among students from elementary to high school (Ministry of Education, Culture, Sports, Science and Technology (MEXT), 2013 , 2017 , 2023a ). Bullying in Japan differs from that in other countries, with the majority occurring within classrooms and involving less physical violence because of cultural differences and tradition (Kanetsuna, 2016 ; Taki, 2001 ). In Japan, there are approximately 6 million elementary school students (ages 7–12) and 3 million junior high school students (ages 13–15). In 2022, MEXT reported there were 681,948 cases of bullying, 95,426 cases of violence, and 299,048 cases of refusal to attend school, all increasing by 10–20% each year (MEXT, 2023a , 2023b ). A response package has been developed by MEXT by developing applications for the early detection and assistance of changes in mental and physical health by using PC tablets. For example the ‘One PC tablet program’ (MEXT, 2021 ) includes an application that students can input their daily mental state on a tablet, allowing teachers and school nurses to check them on the school dashboard and provide early care. There is also an expectation to analyze data through machine learning to build predictive models for bullying and absenteeism. The causes of problems such as bullying and absenteeism are unclear. Using video game tasks, the relationship between conformity in bullying and anxiety was suggested through a computational neuroscientific approach (Takami & Haruno, 2019 , 2020 ). Yokotani and Takano studied cyber bullying within a Japanese chat platform with an avatar analyzing the online social networks (Yokotani & Takano, 2021 ). This study signals that having users discuss the commitment to not tolerate or ignore cyberbullying on a regular and long-term basis can be expected to prevent cyberbullying. In research studies on the factors behind school absenteeism, it has been shown that a primary reason for not attending school is due to students with high levels of apathy and anxiety. Based on such research, it is considered that Social Emotional Learning (SEL) type interventions could be essential in addressing the issues of anxiety and apathy, which are thought to be factors in bullying and school absenteeism.

Given the growing importance of SEL, group learning designs have gained prevalence in Japanese classrooms, with the availability of digital devices and educational big data. A notable example is the deployment of an intelligent group formation system (Liang et al., 2021 ). This system includes a parameter configuration module that integrates learning data from various sources and a visualization panel displaying the outcomes of the formed groups, which are further accessible for user assessment (Liang et al., 2021 , p.1). The application of such a system sheds light on the impact of computer-formed groups, considering intimacy and imbalance of knowledge, on the emotional states of students participating in group activities within a fifth-grade mathematics class in a primary school setting in Japan—the finding also underscores the potential of data-driven tools to encourage positive affections during the group learning process, aligning with efforts on technology-enhanced SEL. The government is exploring the integration of digital technology to further promote SEL by tailoring educational practices to individual students’ needs and learning activities in the face of the increasing number of students who are withdrawn (shut-in) and bullying ( ijime ).

6 Digital SEL: D-SEL in Progress?

Based on the discussion in this article, we would add a D, for digital, to the overall term SEL, since SEL cannot be disconnected from the digital environment when focusing on children and young people in the modern world. Many of the existing initiatives and frameworks for fostering social and emotional skills do not include, or are quite vague about, their references to the digital culture in which we live. Considering the country examples we have given, it is obvious that, even though D-SEL is clearly an important component of different frameworks and educational initiatives, it is still extremely unclear how these skills and competencies influence educational practices, at least in the countries mentioned in this paper. Especially concerning the broader aspects of young people’s well-being, educational initiatives seem fragmented and lack the coherence necessary to make them meaningful to practitioners. Nevertheless, as we have shown, several important initiatives have addressed the importance of D-SEL, since it has been highlighted in the national curriculum in Norway, hinted at but not clearly expressed in policy strategies in the Czech Republic, included as part of teacher professional development via digital resources in the US, and linked to serious concerns over behavioural incidents among Japanese students.

Although several research projects and initiatives have been identified, the research is fragmented and broad in its conceptions of social and emotional skills. Within educational research on SEL, there are few clear definitions and approaches regarding the important aspects of education for developing and addressing social and emotional skills as part of learning inside and outside schools. Greater clarification is required of the role of digital technologies in engaging students in subject domains in schools and as part of broader processes for fostering well-being. A basic challenge is how to understand well-being as part of learning and being a student across different learning spaces beyond motivational issues.

We believe that D-SEL is highly important, especially because digital platforms, as new technological infrastructures, have generated a major transformation over the last decade in how we interact with digital and social environments, primarily concerning social media, algorithmic power, and AI. Increasingly, digital platforms provide the infrastructure for learning, social connections, gaming, commerce, and engagement with news, and their impact was amplified by the COVID-19 pandemic because home and family life became digitalised rapidly on a scale never seen before.

7 Ways Forward

We have shown that social and emotional modes of learning have become important in many countries, considering the emerging digital ecosystems that young people are part of. Across the world, young people are experiencing cultural transformations that influence the social and emotional aspects of learning via digital technologies. Learning is here understood in a broad sense as humans involved in sociocultural transformations. We perceive that existing education systems are inadequately prepared to respond to the changes taking place in society. As we have argued, not only is cognitive knowledge important for human life but also people’s approach to life and their ability to adapt to changes in digital social and emotional ways of learning.

The perspectives introduced in this paper provide a platform for elaborating on future developments and the importance of studying social and emotional modes of learning in contemporary digital ecosystems. Such ecosystems highlight the need for more integrated approaches to education that connect the cognitive and socioemotional processes of learning with broader understandings of student’s trajectories across different spaces of online and offline learning.

Data availability

All data presented in this publication are publically available. No data were gathered specifically for this publication.

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Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study

• Banan Mukhalalati 1 ,
• Aaliah Aly 1 ,
• Ola Yakti 1 ,
• Sara Elshami 1 ,
• Alaa Daud 2 ,
• Ahmed Awaisu 1 ,
• Ahsan Sethi 3 ,
• Alla El-Awaisi 1 ,
• Derek Stewart 1 ,
• Marwan Farouk Abu-Hijleh 4 &
• Zubin Austin 5  

BMC Medical Education volume  24 , Article number:  886 ( 2024 ) Cite this article

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The quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development.

An explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum–Maximum possible scores = 0–200] and Macleod Clark Professional Identity Scale [Minimum–Maximum possible scores = 1–45] were administered to Qatar University-Health students ( N  = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®.

The questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a “more positive than negative” perception of the learning environment (Median [IQR] = 132 [116–174], Minimum–Maximum obtained scores = 43–185), and a “good” perception of their professional identity (Median [IQR] = 24 [22–27], Minimum–Maximum obtained scores = 3–36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom.

Conclusions

The learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

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The learning environment is fundamental to higher education and has a profound impact on student outcomes. As conceptualized by Gruppen et al. [ 1 ], it comprises a complex interplay of physical, social, and virtual factors that shape student engagement, perception, and overall development. Over the last decade, there has been a growing global emphasis on the quality of the learning environment in higher education [ 2 , 3 , 4 ]. This focus stems from the recognition that a well-designed learning environment that includes good facilities, effective teaching methods, strong social interactions, and adherence to cultural and administrative standards can greatly improve student development [ 2 , 5 , 6 , 7 ]. Learning environments impact not only knowledge acquisition and skill development but also value formation and the cultivation of professional attitudes [ 5 ].

Professional identity is defined as the “attitudes, values, knowledge, beliefs, and skills shared with others within a professional group” [ 8 ]. The existing research identified a significant positive association between the development of professional identity and the quality of the learning environment, and this association is characterized by being multifaceted and dynamic [ 9 ]. According to Hendelman and Byszewski [ 10 ] a supportive learning environment, characterized by positive role models, effective feedback mechanisms, and opportunities for reflective practice, fosters the development of a strong professional identity among medical students. Similarly, Jarvis-Selinger et al. [ 11 ] argue that a nurturing learning environment facilitates the socialization process which enables students to adopt and integrate the professional behaviors and attitudes expected in their field. Furthermore, Sarraf-Yazdi et al. [ 12 ] highlighted that professional identity formation is a continuous and multifactorial process involving the interplay of individual values, beliefs, and environmental factors. This dynamic process is shaped by both clinical and non-clinical experiences within the learning environment [ 12 ].

Various learning theories, such as the Communities of Practice (CoP) theory [ 13 ], emphasize the link between learning environments and learning outcomes, including professional identity development. The CoP theory describes communities of professionals with a shared knowledge interest who learn through regular interaction [ 13 , 14 ]. Within the CoP, students transition from being peripheral observers to central members [ 15 ]. Therefore, the CoP theory suggests that a positive learning environment is crucial for fostering learning, professional identity formation, and a sense of community [ 16 ].

Undoubtedly, health professional education programs (e.g., Medicine, Dental Medicine, Pharmacy, and Health Sciences) play a vital role not only in shaping the knowledge, expertise, and abilities of health professional students but also in equipping them with the necessary competencies for implementing healthcare initiatives and strategies and responding to evolving healthcare demands [ 17 ]. Within the field of health professions education, international organizations like the United Nations Educational, Scientific, and Cultural Organization (UNESCO), European Union (EU), American Council on Education (ACE), and World Federation for Medical Education (WFME) have emphasized the importance of high-quality learning environments in fostering the development of future healthcare professionals and called for considerations of the enhancement of the quality of the learning environment of health profession education programs [ 18 , 19 ]. These environments are pivotal for nurturing both the academic and professional growth necessary to navigate an increasingly globalized healthcare landscape [ 18 , 19 ].

Professional identity development is integral to health professions education which evolves continuously from early university years until later stages of the professional life as a healthcare practitioner [ 20 , 21 ]. This ongoing development helps students establish clear professional roles and boundaries, thereby reducing role ambiguity within multidisciplinary teams [ 9 ]. It is expected that as students advance in their professional education, their perception of the quality of the learning environment changes, which influences their learning experiences, the development of their professional identity, and their sense of community [ 22 ]. Cruess et al. [ 23 ] asserted that medical schools foster professional identity through impactful learning experiences, effective role models, clear curricula, and assessments. A well-designed learning environment that incorporates these elements supports medical students' socialization and professional identity formation through structured learning, reflective practices, and constructive feedback in both preclinical and clinical stages [ 23 ].

Despite the recognized importance of the quality of learning environments and their influence on student-related outcomes, this topic has been overlooked regionally and globally [ 24 , 25 , 26 , 27 , 28 , 29 , 30 ]. There is a significant knowledge gap in understanding how different components of the learning environment specifically contribute to professional identity formation. Most existing studies focus on general educational outcomes without exploring the detailed ways in which the learning environment shapes professional attitudes, values, and identity. Moreover, there is a global scarcity of research exploring how students’ perceptions of the quality of the learning environment and professional identity vary across various health profession education programs at different stages of their undergraduate education. This lack of comparative studies makes it challenging to identify best practices that can be adapted across different educational contexts. Furthermore, most research tends to focus on single-discipline studies, neglecting the interdisciplinary nature of modern healthcare education, which is essential for preparing students for collaborative practice in real-world healthcare settings. Considering the complex and demanding nature of health profession education programs and the increased emphasis on the quality of learning environments by accreditation bodies, examining the perceived quality of the educational learning environment by students is crucial [ 19 ]. Understanding students’ perspectives can provide valuable insights into areas needing improvement and highlight successful strategies that enhance both learning environment and experiences and professional identity development.

This research addresses this gap by focusing on the interdisciplinary health profession education programs to understand the impact of the learning environment on the development of the professional identity of students and its overall influence on their learning experiences. The objectives of this study are to 1) examine the perception of health professional students of the quality of their learning environment and their professional identity, 2) identify the association between health professional students’ perception of the quality of their learning environment and the development of their professional identity, and 3) explore the expectations of health professional students of the ideal educational learning environment. This research is essential in providing insights to inform educational practices globally to develop strategies to enhance the quality of health profession education.

Study setting and design

This study was conducted at Qatar University Health (QU Health) Cluster which is an interdisciplinary health profession education program that was introduced as the national provider of higher education in health and medicine in the state of Qatar. QU Health incorporates five colleges: Health Sciences (CHS), Pharmacy (CPH), Medicine (CMED), Dental Medicine (CDEM) and Nursing (CNUR) [ 31 ]. QU Health is dedicated to advancing inter-professional education (IPE) through its comprehensive interdisciplinary programs. By integrating IPE principles into the curriculum and fostering collaboration across various healthcare disciplines, the cluster prepares students to become skilled and collaborative professionals. Its holistic approach to teaching, research, and community engagement not only enhances the educational experience but also addresses local and regional healthcare challenges, thereby making a significant contribution to the advancement of population health in Qatar [ 32 ]. This study was conducted from November 2022 to July 2023. An explanatory sequential mixed methods triangulation approach was used for an in-depth exploration and validation of the quantitative results qualitatively [ 33 , 34 ]. Ethical approval for the study was obtained from the Qatar University Institutional Review Board (approval number: QU-IRB 1734-EA/22).

For the quantitative phase, a questionnaire was administered via SurveyMonkey® incorporating two previously validated questionnaires: the Dundee Ready Educational Environment Measure (DREEM), developed by Roff et al. in 1997 [ 35 ], and the Macleod Clark Professional Identity Scale-9 (MCPIS-9), developed by Adam et al. in 2006 [ 8 ]. Integrating DREEM and MCPIS-9 into a single questionnaire was undertaken to facilitate a comprehensive evaluation of two distinct yet complementary dimensions—namely, the educational environment and professional identity—that collectively influence the learning experience and outcomes of students, as no single instrument effectively assesses both aspects simultaneously [ 36 ]. The survey comprised three sections—Section A: sociodemographic characteristics, Section B: the DREEM scoring scale for assessing the quality of the learning environment, and Section C: the MCPIS-9 scoring scale for assessing professional identity. For the qualitative phase, seven focus groups (FGs) were arranged with a sample of QU-Health students. The qualitative and quantitative data obtained were integrated at the interpretation and reporting level using a narrative, contiguous approach [ 37 , 38 ].

Quantitative phase

Population and sampling.

The total population sampling approach in which all undergraduate QU-Health students who had declared their majors (i.e., the primary field of study that an undergraduate student has chosen during their academic program) at the time of conducting the study in any of the four health colleges under QU-Health ( N  = 908), namely, CPH, CMED, CDEM, and CHS, such as Human Nutrition (Nut), Biomedical Science (Biomed), Public Health (PH), and Physiotherapy (PS), were invited to participate in the study. Nursing students were excluded from this study because the college was just established in 2022; therefore, students were in their general year and had yet to declare their majors at the time of the study. The minimum sample size required for the study was determined to be 271 students based on a margin error of 5%, a confidence level of 95%, and a response distribution of 50%.

Data collection

Data was collected in a cross-sectional design. After obtaining the approval of the head of each department, contact information for eligible students was extracted from the QU-Health student databases for each college, and invitations were sent via email. The distribution of these invitations was done by the administrators of the respective colleges. The invitation included a link to a self-administered questionnaire on SurveyMonkey® (Survey Monkey Inc., San Mateo, California, USA), along with informed consent information. All 908 students were informed about the study’s purpose, data collection process, anonymity and confidentiality assurance, and the voluntary nature of participation. The participants were sent regular reminders to complete the survey to increase the response rate.

A focused literature review identified the DREEM as the most suitable validated tool for this study. The DREEM is considered the gold standard for assessing undergraduate students' perceptions of their learning environment [ 35 ]. Its validity and reliability have been consistently demonstrated across various settings (i.e., clinical and non-clinical) and health professions (e.g., nursing, medicine, dentistry, and pharmacy), in multiple countries worldwide, including the Gulf Cooperation Council countries [ 24 , 35 , 39 , 40 , 41 , 42 ]. The DREEM is a 50-item inventory divided into 5 subscales and developed to measure the academic climate of educational institutions using a five-point Likert scale from 0 “strongly disagree” to 4 “strongly agree”. The total score ranges from 0 to 200, with higher scores reflecting better perceptions of the learning environment [ 35 , 39 , 43 ]. The interpretation includes very poor (0–50), plenty of problems (51–100), more positive than negative (101–151), and excellent (151–200).

The first subscale, Perception to Learning (SpoL), with 12 items scoring 0–48. Interpretation includes very poor (0–12), teaching is viewed negatively (13–24), a more positive approach (25–36), and teaching is highly thought of (37–48). The second domain, Perception to Teachers (SpoT), with 11 items scoring 0–44. Interpretation includes abysmal (0–11), in need of some retraining (12–22), moving in the right direction (23–33), and model teachers (34–44). The third domain, academic self-perception (SASP), with 8 items scoring 0–32. Interpretation includes a feeling of total failure (0–8), many negative aspects (9–16), feeling more on the positive side (17–24), and confident (25–32). The fourth domain, Perception of the atmosphere (SPoA), with 12 items scoring 0–48. Interpretation includes a terrible environment (0–12); many issues need to be changed (13–24), a more positive atmosphere (25–36), and a good feeling overall (37–48). Lastly, the fifth domain, social self-perception (SSSP), with 7 items scoring 0–28. Interpretation includes Miserable (0–7), Not a nice place (8–14), Not very bad (15–21), and very good socially (22–28).

Several tools have been developed to explore professional identity in health professions [ 44 ], but there is limited research on their psychometric qualities [ 45 ]. The MCPIS-9 is notable for its robust psychometric validation and was chosen for this study due to its effectiveness in a multidisciplinary context as opposed to other questionnaires that were initially developed for the nursing profession [ 8 , 46 , 47 ]. MCPIS-9 is a validated 9-item instrument, which uses a 5-point Likert response scale, with scores ranging from 1 “strongly disagree” to 5 “strongly agree”. Previous studies that utilized the MCPIS-9 had no universal guidance for interpreting the MCPIS-9 score; however, the higher the score, the stronger the sense of professional identity [ 46 , 48 ].

Data analysis

The quantitative data were analyzed using SPSS software (IBM SPSS Statistics for Windows, version 27.0; IBM Corp., Armonk, NY, USA). The original developers of the DREEM inventory identified nine negative items: items 11, 12, 19, 20, 21, 23, 42, 43, and 46 – these items were reverse-coded. Additionally, in the MCPIS-9 tool, the original developers identified three negative items: items 3, 4, and 5. Descriptive and inferential analyses were also conducted. Descriptive statistics including number (frequencies [%]), mean ± SD, and median (IQR), were used to summarize the demographics and responses to the DREEM and MCPIS-9 scoring scales. In the inferential analysis, to test for significant differences between demographic subgroups in the DREEM and MCPIS-9 scores, Kruskal–Wallis tests were used for variables with more than two categories, and Mann–Whitney U-tests were used for variables with two categories. Spearman's rank correlation analysis was used to investigate the association between perceived learning environment and professional identity development. The level of statistical significance was set a priori at p  < 0.05. The internal consistency of the DREEM and MCPIS-9 tools was tested against the acceptable Cronbach's alpha value of 0.7.

Qualitative phase

A purposive sampling approach was employed to select students who were most likely to provide valuable insights to gain a deeper understanding of the topic. The inclusion criteria required that participants should have declared their major in one of the following programs: CPH, CMED, CDEM, CHS: Nut, Biomed, PS, and PH. This selection criterion aimed to ensure that participants had sufficient knowledge and experience related to their chosen fields of study within QU-Health. Students were included if they were available and willing to share their experiences and thoughts. Students who did not meet these criteria were excluded from participation. To ensure a representative sample, seven FGs were conducted, one with each health professional education program. After obtaining the approval of the head of each department, participants were recruited by contacting the class representative of each professional year to ask for volunteers to join and provide their insights. Each FG involved students from different professional years to ensure a diverse representation of experiences and perspectives.

The topic guide (Supplementary Material 1) was developed and conceptualized based on the research objectives, selected results from the quantitative phase, and the Gruppen et. al. framework [ 1 ]. FGs were conducted online using Microsoft Teams® through synchronous meetings. Before initiating the FGs, participants were informed of their rights and returned signed consent forms to the researchers. FGs were facilitated by two research assistants (AA and OY), each facilitating separate sessions. The facilitators, who had prior experience with conducting FGs and who were former pharmacy students from the CPH, were familiar with some of the participants, and hence were able to encourage open discussion, making it easier for students to share their perceptions of the learning environment within the QU Health Cluster. Participants engaged in concurrent discussions were encouraged to use the "raise hand" feature on Microsoft Teams to mimic face-to-face interactions. Each FG lasted 45–60 min, was conducted in English, and was recorded and transcribed verbatim and double-checked for accuracy. After the seventh FG, the researchers were confident that a saturation point had been reached where no new ideas emerged, and any further data collection through FGs was unnecessary. Peer and supervisory audits were conducted throughout the research process.

The NVIVO ® software (version 12) was utilized to perform a thematic analysis incorporating both deductive and inductive approaches. The deductive approach involved organizing the data into pre-determined categories based on the Gruppen et al. framework, which outlines key components of the learning environment. This framework enabled a systematic analysis of how each component of the learning environment contributes to students' professional development and highlighted areas for potential improvement. Concurrently, the inductive approach was applied to explore students' perceptions of an ideal learning environment, facilitating the emergence of new themes and insights directly from the data, independent of pre-existing categories. This dual approach provided a comprehensive understanding of the data by validating the existing theory while also exploring new findings [ 49 ]. Two coders were involved in coding the transcripts (AA and BM) and in cases of disagreements between researchers, consensus was achieved through discussion.

The response rate was 57.8% (525 responses out of 908), while the usability rate was 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The demographic and professional characteristics of the participants are presented in Table  1 . The majority were Qataris (37.0% [ n  = 142]), females (85.1% [ n  = 332]), and of the age group of 21–23 years (51.7% [ n  = 201]). The students were predominantly studying at the CHS (36.9%[ n  = 144]), in their second professional year (37.4% [ n  = 146]), and had yet to be exposed to experiential learning, that is, clinical rotations (70.2% [ n  = 273]).

Perceptions of students of their learning environment

The overall median DREEM score for study participants indicated that QU Health students perceive their learning environment to be "more positive than negative" (132 [IQR = 116–174]). The reliability analysis for this sample of participants indicated a Cronbach's alpha for the total DREEM score of 0.94, and Cronbach's alpha scores for each domain of the DREEM tool, SPoL, SPoT, SASP, SPoA, and SSSP of 0.85, 0.74, 0.81, 0.85, and 0.65, respectively.

Individual item responses representing each domain of the DREEM tool are presented in Table  2 . For Domain I, QU Health students perceived the teaching approach in QU Health to be "more positive" (32 [IQR = 27–36]). Numerous participants agreed that the teaching was well-focused (70.7% [ n  = 274]), student-focused (66.1% [ n  = 254]) and aimed to develop the competencies of students (72.0% [ n  = 278]). The analysis of students’ perceptions related to Domain II revealed that faculty members were perceived to be “moving in the right direction” (30 [IQR = 26–34]). Most students agreed that faculty members were knowledgeable (90.7%[ n  = 345]) and provided students with clear examples and constructive feedback (77.6% [ n  = 294] and 63.8% [ n  = 224], respectively. Furthermore, the analysis of Domain III demonstrated that QU Health students were shown to have a "positive academic self-perception" (22 [IQR = 19–25]). In this regard, most students believed that they were developing their problem-solving skills (78% [ n  = 292]) and that what they learned was relevant to their professional careers (76% [ n  = 288]). Furthermore, approximately 80% ( n  = 306) of students agreed that they had learned empathy in their profession. For Domain IV, students perceived the atmosphere of their learning environment to be "more positive" (32 [IQR = 14–19]). A substantial number of students asserted that there were opportunities for them to develop interpersonal skills (77.7% [ n  = 293]), and that the atmosphere motivated them as learners (63.0% [ n  = 235]). Approximately one-third of students believed that the enjoyment did not outweigh the stress of studying (32.3% [ n  = 174]). Finally, analysis of Domain V indicates that students’ social self-perception was “not very bad” (17 [IQR = 27–36]). Most students agreed that they had good friends at their colleges (83% [ n  = 314]) and that their social lives were good (68% [ n  = 254]).

Table 3 illustrates the differences in the perception of students of their overall learning environment according to their demographic and professional characteristics. No significant differences were noted in the perception of the learning environment among the subgroups with selected demographic and professional characteristics, except for the health profession program in which they were enrolled ( p -value < 0.001), whether they had relatives who studied or had studied the same profession ( p -value < 0.002), and whether they started their experiential learning ( p -value = 0.043). Further analyses comparing the DREEM subscale scores according to their demographic and professional characteristics are presented in Supplementary Material 1.

Students’ perceptions of their professional identities

The students provided positive responses relating to their perceptions of their professional identity (24.00 IQR = [22–27]). The reliability analysis of this sample indicated a Cronbach's alpha of 0.605. The individual item responses representing the MCPIS-9 tool are presented in Table  2 . Most students (85% [ n  = 297]) expressed pleasant feelings about belonging to their own profession, and 81% ( n  = 280) identified positively with members of their profession. No significant differences were noted in the perception of students of their professional identity when analyzed against selected demographic subgroups, except for whether they had relatives who had studied or were studying the same profession ( p -value = 0.027). Students who had relatives studying or had studied the same profession tended to perceive their professional identity better (25 IQR = [22–27] and 24 IQR = [21–26], respectively) (Table  3 ).

Association between MCPIS-9 and DREEM

Spearman's rank correlation between the DREEM and MCPIS-9 total scores indicated an intermediate positive correlation between perceptions of students toward their learning environment and their professional identity development (r = 0.442, p -value < 0.001). The DREEM questionnaire, with its 50 items divided into five subscales, comprehensively assessed various dimensions of the learning environment. Each subscale evaluated a distinct aspect of the educational experience, such as the effectiveness of teaching, teacher behavior and attitudes, academic confidence, the overall learning atmosphere, and social integration. The MCPIS-9 questionnaire specifically assessed professional identity through nine items that measure attitudes, values, and self-perceived competence in the professional domain. The positive correlation demonstrated between the DREEM and MCPIS-9 scores indicated that as students perceive their learning environment more positively, their professional identity is also enhanced.

Thirty-seven students from the QU Health colleges were interviewed: eleven from CPH, eight from CMED, four from CDEM, and fourteen from CHS (six from Nut, three from PS, three from Biomed, and three from PH). Four conventional themes were generated deductively using Gruppen et al.’s conceptual framework, while one theme was derived through inductive analysis. The themes and sub-themes generated are demonstrated in Table  4 .

Theme 1. The personal component of the learning environment

This theme focused on student interactions and experiences within their learning environment and their impact on perceptions of learning, processes, growth, and professional development.

Sub-theme 1.1. Experiences influencing professional identity formation

Students classified their experiences into positive and negative. Positive experiences included hands-on activities such as on-campus practical courses and pre-clinical activities, which built their confidence and professional identity. In this regard, one student mentioned:

“Practical courses are one of the most important courses to help us develop into pharmacists. They make you feel confident in your knowledge and more willing to share what you know.” [CPH-5]

Many students claimed that interprofessional education (IPE) activities enhanced their self-perception, clarified their roles, and boosted their professional identity and confidence. An interviewee stated:

"I believe that the IPE activity,…., is an opportunity for us to explore our role. It has made me know where my profession stands in the health sector and how we all depend on each other through interprofessional thinking and discussions." [CHS-Nut-32]

However, several participants reported that an extensive workload hindered their professional identity development. A participant stated:

“The excessive workload prevents us from joining activities that would contribute to our professional identity development. Also, it restricts our networking opportunities and makes us always feel burnt out.” [CHS-Nut-31]

Sub-theme 1.2. Strategies used by students to pursue their goals

QU Health students employed various academic and non-academic strategies to achieve their objectives, with many emphasizing list-making and identifying effective study methods as key approaches:

“Documentation. I like to see tasks that I need to do on paper. Also, I like to classify my tasks based on their urgency. I mean, deadlines.” [CHS-Nut-31]

“I always try to be as efficient as possible when studying and this can be by knowing what studying method best suits me.” [CHS-Biomed-35]

Nearly all students agreed that seeking feedback from faculty was crucial for improving their work and performance. In this context, a student said:

“We must take advantage of the provided opportunity to discuss our assignments, projects, and exams, like what we did correctly, and what we did wrongly. They always discuss with us how to improve our work on these things.” [CHS-Nut-32]

Moreover, many students also believed that developing communication skills was vital for achieving their goals, given their future roles in interprofessional teams. A student mentioned:

“Improving your communication skills is a must because inshallah (with God’s will) in the future we will not only work with biomedical scientists, but also with nurses, pharmacists, and doctors. So, you must have good communication abilities.” [CHS-Biomed-34]

Finally, students believe that networking is crucial for achieving their goals because it opens new opportunities for them as stated by a student:

“Networking with different physicians or professors can help you to know about research or training opportunities that you could potentially join.” [CMED-15]

Subtheme 1.3. Students’ mental and physical well-being

Students agreed that while emotional well-being is crucial for good learning experiences and professional identity development, colleges offered insufficient support. An interviewee stated:

“We simply don't have the optimal support we need to take care of our emotional well-being as of now, despite how important it is and how it truly reflects on our learning and professional development” [CDEM-20]

Another student added:

“…being in an optimal mental state provides us with the opportunity to acquire all required skills that would aid in our professional identity development. I mean, interpersonal skills, adaptability, self-reflection” [CPH-9]

Students mentioned some emotional support provided by colleges, such as progress tracking and stress-relief activities. Students said:

“During P2 [professional year 2], I missed a quiz, and I was late for several lectures. Our learning support specialist contacted me … She was like, are you doing fine? I explained everything to her, and she contacted the professors for their consideration and support.” [CPH-7]

“There are important events that are done to make students take a break and recharge, but they are not consistent” [CHS-PS-27]

On the physical well-being front, students felt that their colleges ensured safety, especially in lab settings, with proper protocols to avoid harm. A student mentioned:

“The professors and staff duly ensure our safety, especially during lab work. They make sure that we don't go near any harmful substances and that we abide by the lab safety rules” [CHS-Biomed -35]

Theme 2. Social component of the learning environment

This theme focused on how social interactions shape students’ perceptions of learning environments and learning experiences.

Sub-theme 2.1. Opportunities for community engagement

Participants identified various opportunities for social interactions through curricular and extracurricular activities. Project-based learning (PBL) helped them build connections, improve teamwork and enhance critical thinking and responsibility as stated by one student:

“I believe that having PBL as a big part of our learning process improves our teamwork and interpersonal skills and makes us take responsibility in learning, thinking critically, and going beyond what we would have received in class to prepare very well and deep into the topic.” [CMED-12]

Extracurricular activities, including campaigns and events, helped students expand their social relationships and manage emotional stress. A student stated:

“I think that the extracurricular activities that we do, like the campaigns or other things that we hold in the college with other students from other colleges, have been helpful for me in developing my personality and widening my social circle. Also, it dilutes the emotional stress we are experiencing in class” [CDEM-22]

Sub-theme 2.2. Opportunities for learner-to-patient interactions

Students noted several approaches their colleges used to enhance patient-centered education and prepare them for real-world patient interactions. These approaches include communication skills classes, simulated patient scenarios, and field trips. Students mentioned:

“We took a class called Foundation of Health, which mainly focused on how to communicate our message to patients to ensure that they were getting optimal care. This course made us appreciate the term ‘patient care’ more.” [CHS-PH-38]

“We began to appreciate patient care when we started to take a professional skills course that entailed the implementation of a simulated patient scenario. We started to realize that communication with patients didn’t go as smoothly as when we did it with a colleague in the classroom.” [CPH-1]

“We went on a field trip to ‘Shafallah Center for Persons with Disability’ and that helped us to realize that there were a variety of patients that we had to care for, and we should be physically and mentally prepared to meet their needs.” [CDEM-21]

Theme 3. Organizational component of the learning environment

This theme explored students' perceptions of how the college administration, policies, culture, coordination, and curriculum design impact their learning experiences.

Sub-theme 3.1. Curriculum and study plan

Students valued clinical placements for their role in preparing them for the workplace and developing professional identity. A student stated:

“Clinical placements are very crucial for our professional identity development; we get the opportunity to be familiarized with and prepared for the work environment.” [CHS-PS-27]

However, students criticized their curriculum for not equipping them with adequate knowledge and skills. For example, a student said:

“… Not having a well-designed curriculum is of concern. We started very late in studying dentistry stuff and that led to us cramming all the necessary information that we should have learned.” [CDEM-20]

Furthermore, students reported that demanding schedules and limited course availability hindered learning and delayed progress:

“Last semester, I had classes from Sunday to Thursday from 8:00 AM till 3:00 PM in the same classroom, back-to-back, without any break. I was unable to focus in the second half of the day.” [CHS-Nut-38]

“Some courses are only offered once a year, and they are sometimes prerequisites for other courses. This can delay our clinical internship or graduation by one year.” [CHS-Biomed-36]

Additionally, the outdated curriculum was seen as misaligned with advancements in artificial intelligence (AI). One student stated:

“… What we learn in our labs is old-fashioned techniques, while Hamad Medical Corporation (HMC) is following a new protocol that uses automation and AI. So, I believe that we need to get on track with HMC as most of us will be working there after graduation.” [CHS-Biomed-35]

Sub-theme 3.2. Organizational climate and policies

Students generally appreciated the positive university climate and effective communication with the college administration which improves course quality:

“Faculty members and the college administration usually listen to our comments about courses or anything that we want to improve, and by providing a course evaluation at the end of the semester, things get better eventually.” [CPH-2]

Students also valued faculty flexibility with scheduling exams and assignments, and praised the new makeup exam policy which enhances focus on learning:

“Faculty members are very lenient with us. If we want to change the date of the exam or the deadline for any assignment, they agree if everyone in the class agrees. They prioritize the quality of our work over just getting an assignment done.” [CHS-PS-37]

“I am happy with the introduction of makeup exams. Now, we are not afraid of failing and losing a whole year because of a course. I believe that this will help us to focus on topics, not just cramming the knowledge to pass.” [CPH-9]

However, students expressed concerns about the lack of communication between colleges and clinical placements and criticized the lengthy approval process for extracurricular activities:

“There is a contract between QU and HMC, but the lack of communication between them puts students in a grey area. I wish there would be better communication between them.” [CMED-15]

“To get a club approved by QU, you must go through various barriers, and it doesn't work every time. A lot of times you won't get approved.” [CMED-14]

Theme 4. Materialistic component of the learning environment

This theme discussed how physical and virtual learning spaces affect students' learning experiences and professional identity.

Sub-theme 4.1. The physical space for learning

Students explained that the interior design of buildings and the fully equipped laboratory facilities in their programs enhanced focus and learning:

“The design has a calming effect, all walls are simple and isolate the noise, the classrooms are big with big windows, so that the sunlight enters easily, and we can see the green grass. This is very important for focusing and optimal learning outcomes.” [CPH-5]

“In our labs, we have beds and all the required machines for physiotherapy exercises and practical training, and we can practice with each other freely.” [CHS-PS-27]

Students from different emphasized the need for dedicated lecture rooms for each batch and highlighted the importance of having on-site cafeterias to avoid disruptions during the day:

“We don't have lecture rooms devoted to each batch. Sometimes we don't even find a room to attend lectures and we end up taking the lectures in the lab, which makes it hard for us to focus and study later.” [CDEM-23]

“Not having a cafeteria in this building is a negative point. Sometimes we miss the next lecture or part of it if we go to another building to buy breakfast.” [CHS-Nut-29]

Sub-theme 4.2. The virtual space for online learning

Students appreciated the university library's extensive online resources and free access to platforms like Microsoft Teams and Webex for efficient learning and meetings. They valued recorded lectures for flexible study and appreciated virtual webinars and workshops for global connectivity.

“QU Library provides us with a great diversity and a good number of resources, like journals or books, as well as access medicine, massive open online courses, and other platforms that are very useful for studying.” [CMED-16].

“Having your lectures recorded through virtual platforms made it easier to take notes efficiently and to study at my own pace.” [CHS-PS-38]

"I hold a genuine appreciation for the provided opportunities to register in online conferences. I remember during the COVID-19 pandemic, I got the chance to attend an online workshop. This experience allowed me to connect with so many people from around the world." [CMED-15]

Theme 5. Characteristics of an ideal learning environment

This theme explored students’ perceptions of an ideal learning environment and its impact on their professional development and identity.

Sub-theme 5.1. Active learning and professional development supporting environment

Students highlighted that an ideal learning environment should incorporate active learning methods and a supportive atmosphere. They suggested using simulated patients in case-based learning and the use of game-based learning platforms:

“I think if we have, like in ITQAN [a Clinical Simulation and Innovation Center located on the Hamad Bin Khalifa Medical City (HBKMC) campus of Hamad Medical Corporation (HMC)], simulated patients, I think that will be perfect like in an “Integrated Case-Based Learning” case or professional skills or patient assessment labs where we can go and intervene with simulated patients and see what happens as a consequence. This will facilitate our learning.” [CPH-4]

“I feel that ‘Kahoot’ activities add a lot to the session. We get motivated and excited to solve questions and win. We keep laughing, and I honestly feel that the answers to these questions get stuck in my head.” [CHS-PH-38].

Students emphasized the need for more opportunities for research, career planning, and equity in terms of providing resources and opportunities for students:

“Students should be provided with more opportunities to do research, publish, and practice.” [CMED-16]

“We need better career planning and workshops or advice regarding what we do after graduation or what opportunities we have.” [CHS-PS-25]

“I think that opportunities are disproportionate, and this is not ideal. I believe all students should have the same access to opportunities like having the chance to participate in conferences and receiving research opportunities, especially if one fulfills the requirements.” [CHS-Biomed-35]

Furthermore, the students proposed the implementation of mentorship programs and a reward system to enable a better learning experience:

“Something that could enable our personal development is a mentorship program, which our college started to implement this year, and I hope they continue to because it’s an attribute of an ideal learning environment.” [CPH-11]

“There has to be some form of reward or acknowledgments to students, especially those who, for example, have papers published or belong to leading clubs, not just those who are, for example, on a dean’s list because education is much more than just academics.” [CHS-PS-26]

Subtheme 5.2. Supportive physical environment

Participants emphasized that the physical environment of the college significantly influences their learning attitudes. A student said:

“The first thing that we encounter when we arrive at the university is the campus. I mean, our early thoughts toward our learning environment are formed before we even know anything about our faculty members or the provided facilities. So, ideally, it starts here.” [CPH-10]

Therefore, students identified key characteristics of an optimal physical environment which included: having a walkable campus, designated study and social areas, and accessible food and coffee.

“I think that learning in what they refer to as a walkable campus, which entails having the colleges and facilities within walking distance from each other, without restrictions of high temperature and slow transportation, is ideal.” [CPH-8]

“The classrooms and library should be conducive to studying and focusing, and there should also be other places where one can actually socialize and sit with one’s friends.” [CDEM-22]

“It is really important to have a food court or café in each building, as our schedules are already packed, and we have no time to go get anything for nearby buildings.” [CHS-Biomed-34]

Data integration

Table 5 represents the integration of data from the quantitative and qualitative phases. It demonstrates how the quantitative findings informed and complemented the qualitative analysis and explains how quantitative data guided the selection of themes in the qualitative phase. The integration of quantitative and qualitative data revealed both convergences and divergences in students' views of their learning environment. Both data sources consistently indicated that the learning environment supported the development of interpersonal skills, fostered strong relationships with faculty, and promoted an active, student-centered learning approach. This environment was credited with enhancing critical thinking, independence, and responsibility, as well as boosting students' confidence and competence through clear role definitions and constructive faculty feedback.

However, discrepancies emerged between the two phases. Quantitative data suggested general satisfaction with timetables and support systems, while qualitative data uncovered significant dissatisfaction. Although quantitative results indicated that students felt well-prepared and able to memorize necessary material, qualitative findings revealed challenges with concentration and focus. Furthermore, while quantitative data showed contentment with institutional support, qualitative responses pointed to shortcomings in emotional and physical support.

This study examined the perceptions of QU Health students regarding the quality of their learning environment and the characteristics of an ideal learning environment. Moreover, this study offered insights into the development of professional identity, emphasizing the multifaceted nature of learning environments and their substantial impact on professional identity formation.

Perceptions of the learning environment

The findings revealed predominantly positive perceptions among students regarding the quality of the overall learning environment at QU Health and generally favorable perception of all five DREEM subscales, which is consistent with the international studies using the DREEM tool [ 43 , 50 , 51 , 52 , 53 , 54 ]. Specifically, participants engaged in experiential learning expressed heightened satisfaction, which aligns with existing research indicating that practical educational approaches enhance student engagement and satisfaction [ 55 , 56 ]. Additionally, despite limited literature, students without relatives in the same profession demonstrated higher perceptions of their learning environment, possibly due to fewer preconceived expectations. A 2023 systematic review highlighted how students’ expectations influence their satisfaction and academic achievement [ 57 ]. However, specific concerns arose regarding the learning environment, including overemphasis on factual learning in teaching, student fatigue, and occasional boredom. These issues were closely linked to the overwhelming workload and conventional teaching methods, as identified in the qualitative phase.

Association between learning environment and professional identity

This study uniquely integrated the perceptions of the learning environment with insights into professional identity formation in the context of healthcare education which is a relatively underexplored area in quantitative studies [ 44 , 58 , 59 , 60 ]. This study demonstrated a positive correlation between students' perceptions of the learning environment (DREEM) and their professional identity development (MCPIS-9) which suggested that a more positive learning environment is associated with enhanced professional identity formation. For example, a supportive and comfortable learning atmosphere (i.e., high SPoA scores) can enhance students' confidence and professional self-perception (i.e., high MCPIS-9 scores). The relationship between these questionnaires is fundamental to this study. The DREEM subscales, particularly Perception of Learning (SpoL) and Academic Self-Perception (SASP), relate to how the learning environment supports or hinders the development of a professional identity, as measured by MCPIS-9. Furthermore, the Perception of Teachers (SpoT) subscale examines how teacher behaviors and attitudes impact students, which can influence their professional identity development. The Perception of Atmosphere (SPoA) and Social Self-Perception (SSSP) subscales evaluate the broader environment and social interactions, which are crucial for professional identity formation as they foster a sense of community and belonging.

Employing a mixed methods approach and analyzing both questionnaires and FGs through the framework outlined by Gruppen et al. highlighted key aspects across four dimensions of the learning environment: personal development, social dimension, organizational setting, and materialistic dimension [ 1 ]. First, the study underscored the significance of both personal development and constructive feedback. IPE activities emerged as a key factor that promotes professional identity by cultivating collaboration and role identification which is consistent with Bendowska and Baum's findings [ 61 ]. Similarly, the positive impact of constructive faculty feedback on student learning outcomes aligned with the work of Gan et al. which revealed that feedback from faculty members positively influences course satisfaction and knowledge retention, which are usually reflected in course results [ 62 ]. Importantly, the research also emphasized the need for workload management strategies to mitigate negative impacts on student well-being, a crucial factor for academic performance and professional identity development [ 63 , 64 ]. The inclusion of community events and support services could play a significant role in fostering student well-being and reducing stress, as suggested by Hoferichter et al. [ 65 ]. Second, the importance of the social dimension of the learning environment was further highlighted by the study. Extracurricular activities were identified as opportunities to develop essential interpersonal skills needed for professional identity, mirroring the conclusions drawn by Achar Fujii et al. who argued that extracurricular activities lead to the development of fundamental skills and attitudes to build and refine their professional identity and facilitate the learning process, such as leadership, commitment, and responsibility [ 66 ]. Furthermore, Magpantay-Monroe et al. concluded that community and social engagement led to professional identity development in nursing students through the expansion of their knowledge and communication with other nursing professionals [ 67 ]. PBL activities were another key element that promoted critical thinking, learning, and ultimately, professional identity development in this study similar to what was reported by Zhou et al. and Du et al. [ 68 , 69 ]. Third, the organizational setting, particularly the curriculum and clinical experiences, emerged as crucial factors. Clinical placements and field trips were found to be instrumental in cultivating empathy and professional identity [ 70 , 71 ]. However, maintaining an up-to-date curriculum that reflects advancements in AI healthcare education is equally important, as highlighted by Randhawa and Jackson in 2019 [ 72 ]. Finally, the study underlined the role of the materialistic dimension of the learning environment. Physical learning environments with natural light and managed noise levels were found to contribute to improved academic performance [ 73 , 74 ]. Additionally, the value of online educational resources, such as online library resources and massive open online course, as tools facilitating learning by providing easy access to materials, was emphasized, which is consistent with the observations of Haleem et al. [ 75 ].

The above collectively contribute to shaping students' professional identities through appreciating their roles, developing confidence, and understanding the interdependence of different health professions. These indicate that a supportive and engaging learning environment is crucial for fostering a strong sense of professional identity. Incorporating these student-informed strategies can assist educational institutions in cultivating well-rounded healthcare professionals equipped with the knowledge, skills, and emotional resilience needed to thrive in the dynamic healthcare landscape. Compared to existing quantitative data, this study reported a lower median MCPIS-9 score of 24.0, in contrast to previously reported scores of 39.0, 38.0, 38.0, respectively. [ 76 , 77 , 78 ]. This discrepancy may be influenced by the fact that the participants were in their second professional year, known for weaker identity development [ 79 ]. Students with relatives in the same profession perceived their identity more positively, which is likely due to role model influences [ 22 ].

Expectations of the ideal educational learning environment

This study also sought to identify the key attributes of an ideal learning environment from the perspective of students at QU-Health. The findings revealed a strong emphasis on active learning strategies, aligning with Kolb's experiential learning theory [ 80 ]. This preference suggests a desire to move beyond traditional lecture formats and engage in activities that promote experimentation and reflection, potentially mitigating issues of student boredom. Furthermore, students valued the implementation of simple reward systems such as public recognition, mirroring the positive impact such practices have on academic achievement reported by Dannan in 2020 [ 81 ]. The perceived importance of mentorship programs resonates with the work of Guhan et al. who demonstrated improved academic performance, particularly for struggling students [ 82 ]. Finally, the study highlighted the significance of a walkable campus with accessible facilities. This aligns with Rohana et al. who argued that readily available and useable facilities contribute to effective teaching and learning processes, ultimately resulting in improved student outcomes [ 83 ]. Understanding these student perceptions, health professions education programs can inform strategic planning for curricular and extracurricular modifications alongside infrastructural development.

The complementary nature of qualitative and quantitative methods in understanding student experiences

This study underscored the benefits of employing mixed methods to comprehensively explore the interplay between the learning environment and professional identity formation as complex phenomena. The qualitative component provided nuanced insights that complemented the baseline data provided by DREEM and MCPIS-9 questionnaires. While DREEM scores generally indicated positive perceptions, qualitative findings highlighted the significant impact of experiential learning on students' perceptions of the learning environment and professional identity development. Conversely, discrepancies emerged between questionnaire responses and FG interviews, revealing deeper issues such as fatigue and boredom associated with traditional teaching methods and heavy workloads, potentially influenced by cultural factors. In FGs, students revealed cultural pressures to conform and stigma against expressing dissatisfaction, which questionnaire responses may not capture. Qualitative data allowed students to openly discuss culturally sensitive issues, indicating that interviews complement surveys by revealing insights overlooked in quantitative assessments alone. These insights can inform the design of learning environments that support holistic student development. The study also suggested that cultural factors can influence student perceptions and should be considered in educational research and practice.

Application of findings

The findings from this study can be directly applied to inform and enhance educational practices, as well as to influence policy and practice sectors. Educational institutions should prioritize integrating active learning strategies and mentorship programs to combat issues such as student fatigue and boredom. Furthermore, practical opportunities, including experiential learning and IPE activities, should be emphasized to strengthen professional identity and engagement. To address these challenges comprehensively, policymakers should consider developing policies that support effective workload management and community support services, which are essential for improving student well-being and academic performance. Collaboration between educational institutions and practice sectors can greatly improve students' satisfaction with their learning environment and experience. This partnership enhances the relevance and engagement of their education, leading to a stronger professional identity and better preparation for successful careers.

Limitations

As with all research, this study has several limitations. For instance, there was a higher percentage of female participants compared to males; however, it is noteworthy to highlight the demographic composition of QU Health population, where students are majority female. Furthermore, the CHS, which is one of the participating colleges in this study, enrolls only female students. Another limitation is the potentially underpowered statistical comparisons among the sociodemographic characteristics in relation to the total DREEM and MCPIS-9 scores. Thus, the findings of this study should be interpreted with caution.

The findings of this study reveal that QU Health students generally hold a positive view of their learning environment and professional identity, with a significant positive correlation exists between students’ perceptions of their learning environment and their professional identity. Specifically, students who engaged in experiential learning or enrolled in practical programs rated their learning environment more favorably, and those with relatives in the same profession had a more positive view of their professional identity. The participants of this study also identified several key attributes that contribute to a positive learning environment, including active learning approaches and mentorship programs. Furthermore, addressing issues like fatigue and boredom is crucial for enhancing student satisfaction and professional development.

To build on these findings, future research should focus on longitudinal studies that monitor changes in the perceptions of students over time and identify the long-term impact of implementing the proposed attributes of an ideal learning environment on the learning process and professional identity development of students. Additionally, exploring the intricate dynamics of learning environments and their impact on professional identity can allow educators to better support students in their professional journey. Future research should also continue to explore these relationships, particularly on diverse cultural settings, in order to develop more inclusive and effective educational strategies. This approach will ensure that health professional students are well-prepared to meet the demands of their profession and provide high-quality care to their patients.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Abbreviations

United Nations Educational, Scientific, and Cultural Organization

European Union

American Council on Education

World Federation for Medical Education

Communities of Practice

Qatar University Health

College of Health Sciences

College of Pharmacy

College of Medicine

Dental Medicine

College of Nursing

Human Nutrition

Biomedical Science

Public Health

Physiotherapy

Dundee Ready Education Environment Measure

Perception to Learning

Perception to Teachers

Academic Self-Perception

Perception of the Atmosphere

Social Self-Perception

Macleod Clark Professional Identity Scale

Focus Group

InterProfessional Education

Project-Based Learning

Hamad Medical Corporation

Hamad Bin Khalifa Medical City

Artificial Intelligence

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Acknowledgements

The authors would like to thank all students who participated in this study.

This work was supported by the Qatar University Internal Collaborative Grant: QUCG-CPH-22/23–565.

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Study conception and design: BM, and SE; data collection: BM, OY, AA, and AD; analysis and interpretation of results: all authors; draft manuscript preparation: all authors. All authors reviewed the results and approved the final version of the manuscript.

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Correspondence to Banan Mukhalalati .

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The data of human participants in this study were conducted in accordance with the Helsinki Declaration. Ethical approval for the study was obtained from the Qatar University Institutional Review Board (approval number: QU-IRB 1734-EA/22). All participants provided informed consent prior to participation.

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Mukhalalati, B., Aly, A., Yakti, O. et al. Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study. BMC Med Educ 24 , 886 (2024). https://doi.org/10.1186/s12909-024-05875-4

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Received : 03 July 2024

Accepted : 08 August 2024

Published : 16 August 2024

DOI : https://doi.org/10.1186/s12909-024-05875-4

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