Abstract

This study conceptualizes pre-service teachers’ scientific research competence as an integrated construct encompassing methodological knowledge and soft skills, including critical thinking, analytical and problem- solving skills, academic communication, self-management, and digital information literacy. A survey of 250 third- and fourth-year students from the Faculty of Education at Tay Nguyen University was conducted in combination with in-depth interviews. The findings indicated that students demonstrated a moderate level of research knowledge (5.23/12), low research motivation (M = 2.46), and moderate overall research skills (M = 3.29). Their soft skills were developed unevenly: digital information literacy was rated high (M = 3.94–3.98), whereas research process self-management (M = 2.58) and academic writing (M = 2.59) were rated low. Defending one’s own argument was identified as the most challenging research task (M = 4.21).

Keywords: Critical thinking, pre-service teachers, research competence, soft skills, Tay Nguyen University.