Developing a research-based culture in education requires preservice teachers to acquire strong research competencies through effective research methods instruction. This study examines how a research methods course can be taught more effectively to preservice teachers through a student-centered approach in digital and hybrid environments. Designed as an action research study, it was conducted across three semesters with 14, 27, and 32 participants, respectively. Data were collected through open-ended questions via Padlet and researcher field notes and analyzed using content analysis. Findings revealed that student-centered and interactive teaching practices, continuous feedback, and the use of diverse examples were perceived as the most effective aspects of the course. However, preservice teachers consistently reported challenges related to content density, the high number of topics, and difficulties in understanding key concepts across all cycles. Despite iterative revisions, these challenges persisted, suggesting that some difficulties may be inherent to research methods education. The findings are discussed in terms of course content, instructional processes, and evaluation practices.
Research methods course, action research, student-centered learning, blended learning, preservice teachers.