Identifying Effective Methods for Teaching Research Skills in Higher Education of Afghanistan

Abstract

The purpose of this study is to look into the difficulties and successful strategies for teaching research skills in Afghanistan's higher education system. Two primary research questions are the subject of the study: (1) What obstacles stand in the way of students successfully acquiring research skills through the use of existing educational methods? (2) Which methods, materials, and equipment work best for enhancing these abilities? A mixed-methods approach was used to answer these issues, which included interviews with four professors, surveys with sixteen faculty members, and surveys with 27 master’s students. The findings revealed that teacher-centered methods significantly hinder the development of research skills, with 53.5% of participants reporting dissatisfaction with such methods. Conversely, 72.1% of participants believed that interactive and student-centered methods enhance research skill acquisition, although these approaches are challenging to implement. The study identifies limited resources and lack of institutional support as key obstacles. Based on the results, the study recommends the integration of student-centered teaching practices, the use of technology, and institutional backing as essential components for improving research education in Afghanistan. Furthermore, the research offers practical suggestions for policymakers and educators, emphasizing the importance of experiential learning and faculty development to foster critical thinking and strengthen research capabilities