The role of a science-oriented approach in developing research skills among future pharmacists

Modern pharmaceutical education is undergoing transformations associated with globalization, digitalization of science and rising demands on the quality of training. A key area is a researchoriented approach that integrates students' research into the educational process. This study aimed to provide an analytical review of the role of this approach in developing research skills in pharmaceutical students. Materials included publications from Scopus, Web of Science, PubMed, Google Scholar, and eLibrary.ru (2019–2024), reports of scientific circles and student startups in Kazakhstan and Russia, and results of a sociological survey of 86 students of pharmaceutical faculties in Karaganda. Methods included content and comparative analysis of international and domestic experience. Results showed that international practices confirm the effectiveness of project-based learning, publication activity, and student involvement in startups. Domestic experience demonstrates growth of pharmacognosy clubs, creation of business incubators, and participation in startup competitions. The survey revealed that 78% of students noted a positive impact of clubs on professional development, 62% highlighted improvement of analytical skills through publications, and 47% participated in startup projects. Main barriers were lack of time (55%), weak methodological training (41%), and limited equipment access (38%), consistent with Alqurshi (2020). A scienceoriented approach builds professional autonomy, critical thinking, and innovative competencies in students. Institutional support through mentoring, infrastructure, and competitions ensures integration of education, science, and entrepreneurship, strengthening the national scientific and educational potential in pharmacy. The findings may be applied in modernizing curricula in «Pharmacy» and «Pharmaceutical production technology», aligning educational practice with global standards while fostering innovation-driven learning.