Формування готовності здобувачів ЗВО до науково-дослідницької діяльності засобами проблемного навчання

Background: Deep understanding of professional knowledge is achieved through non-standard educational methods. This research aims to evaluate the effectiveness of problem-based learning (PBL) tools in preparing higher education students for research activities. Methods: The research utilized methods such as synthesis, comparison, effectiveness ratio calculation, performance indicators, and the J. Phillips coefficient. Problem-based learning is implemented by creating and analyzing problem situations aimed at studying theoretical material and developing professional and creative skills. Results: The training results indicated that three groups of students reached a high level of knowledge: Group 1 consisted of future physics teachers, Group 2 included future music teachers, and Group 3 comprised future Ukrainian language teachers. PBL tools positively impacted students' independence, strategic and logical thinking, creative potential, and ability to work in groups. Conclusions: The practical significance of this research lies in the expanded use of problembased learning tools in real educational settings. Future research may involve comparing the effectiveness of problem-based learning when incorporating digital technologies versus traditional methods in the educational process