This study aims to examine the impact of research skills development on the formation of creative potential in future primary school teachers. The objective of the study is to identify the current level of creative abilities among practicing teachers and to justify the need for specialized training for future teachers that integrates research skills in order to develop their creative abilities. The main idea of the study is to analyze the relationship between research competencies and creativity in pedagogical activity, assess the current state of these skills among practicing teachers, and identify ways for their targeted development in training programs for future teachers. The study involves the use of both qualitative and quantitative methods, including a literature review and a descriptive experiment using the author's questionnaire “Determining the level of inclination and enthusiasm of primary school teachers for creativity and creative activity,” conducted among 358 practicing teachers. The main results and conclusions indicate that the vast majority of teachers recognize the direct link between research competencies and the development of creativity, as well as their role in the use of modern educational methods. The value of this study lies in its contribution to the development of teacher training methods and the enrichment of pedagogical theory and practice with modern approaches to the formation of creativity. The practical significance of the work is expressed in the provision of recommendations for the effective integration of research competencies into the educational process, which can contribute to improving the quality of education and professional training of teachers who are able to inspire students to be creative and solve global problems.

This article was prepared as part of grant research project AP19678345, “Developing the creative abilities of future primary school teachers through research competencies.” The project is funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (2023-2025). This publication presents empirical data and key findings obtained during research conducted in 2023-2024.