Support of scientific communities as pedagogical condition to form research culture among university students

The modern educational system requires universities not only to transmit knowledge but also to develop in students the competencies necessary for successful professional and scientific activities. One of the key factors contributing to the development of a research culture among students is their active participation in the university's scientific communities. Supporting such communities within the context of pedagogical activity helps students form a comprehensive understanding of the scientific process, develop their research skills, and cultivate the ability for independent scientific inquiry. Unfortunately, in the context of the functioning and support of student scientific communities in universities, the pedagogical conditions that foster the development of students' research culture are insufficiently developed. The research aims to substantiate the support of scientific communities as an important pedagogical condition to form a research culture among students in the university's educational environment. The research employed the methods of theoretical analysis and synthesis, induction, pedagogical experiment, testing, and surveying. The study identified the key functions of scientific communities and described the barriers hindering the effective operation of student scientific associations. A theoretical approach to the formation and development of a research culture in students through the active support of scientific communities was developed. A set of pedagogical conditions and mechanisms for supporting scientific communities in universities was de-scribed, which may contribute to the further development of the theory of scientific and pedagogical inter-action in the field of higher education. Recommendations and practical mechanisms for improving the functioning of scientific communities in universities, aimed at developing students' research culture, were deve¬loped. The obtained results can be used in university practice to optimize the educational process, improve student-teacher interaction in the context of scientific work, and to develop mentoring programs.