In contemporary academic education, a new approach to examining and understanding scientific problems is being introduced. An approach based on methodological pluralism, interdisciplinarity, and globality. It relies on active and interactive learning. This scientific-practical approach, which rejects imperativeness and supports research discovery, is called the research approach. The article discusses the technology for its application in the overall teaching process of the academic discipline. The process of this technology is formed by several methodological forms reflecting the activity, operational, and reflexive stages. Self-reflective formats such as "pedagogical essay," pedagogical case analysis, and pedagogical narrative are included in the technology. Project-based activities are also utilized. Working on various pedagogical projects develops students' professional skills. The article presents an empirical study reflecting the quality of the tools and the development of students' skills. The empirical data express the change in students' skills, attitudes, and relationships in various professional environments and contexts.