This article examines the impact of field research on the formation of practical skills of biology
students, based on the global experience of Turkey, the USA, Germany, Kazakhstan and other
countries, analyzing the methods and approaches used, as well as evaluating the results of their
implementation in the educational process. Because field research is an integral part of the training
of biology students, contributing to the development of their practical skills, research thinking and
professional competence. In world practice, there are many approaches to organizing and
conducting field research based on the specifics of educational systems in different countries,
natural features and the level of technological development. The purpose of this article is to
compare the experience of using field research in Kazakhstan, Turkey and other countries, as well
as to identify common trends and differences in the methodology of their organization. For this
purpose, the structures of educational programs, research methods, their impact on the formation of
professional skills and the level of preparedness of graduates are considered. The results of the
study show that the use of project-based learning during field research contributes to a deeper
assimilation of the material, the development of independence and research skills among students.
Interdisciplinary projects are widely used in countries with a high level of technological
development, in which students solve real environmental and biological problems. At the same
time, traditional methods of data collection and processing remain in regions with limited resources,
but the project approach is gradually being introduced there. In conclusion, it is noted that
combining field work with project-based training is the most effective method of training future
biologists, ensuring their competence in modern science and the practical application of knowledge.