The article examines the methodological potential of enhancing students’ knowledge of native plant species through the organization of independent research activities. The aim of the study is to determine the impact of research-based learning on students’ knowledge of native plants in biology classes. The study was conducted with the participation of 112 students from grades 7–9 of a general secondary school. The research employed analysis of scientific literature, pedagogical observation, questionnaires, and a pedagogical experiment.

The results of the study indicate that the use of independent research activities contributes to a systematic improvement of students’ knowledge of native plant species. The findings can be applied in biology teaching practice. To address the identified issue, the introduction of a “Botanical Local Studies” course is proposed.

The addressed problem is significant for achieving the Sustainable Development Goals by 2030, particularly Goal 4 – Quality Education, and Goal 15 – Life on Land. In addition, PISA assessments place strong emphasis on evaluating students’ functional literacy in natural sciences, which further confirms the relevance of the conducted research.