Introduction. Pre-service primary school teachers are expected to work with evidence, classroom problems,
and small-scale inquiries, rather than relying solely on ready-made pedagogical knowledge. The present
study examines how a voluntary extracurricular program grounded in science, technology, engineering, and
mathematics (STEM) supports the development of research skills among prospective primary school teachers. Materials and Methods. The study used a quasi-experimental pre-test and post-test design. The program took place outside regular classroom hours and included inquiry-oriented tasks, project work, collaborative problemsolving, evidence analysis, presentation of findings, and guided reflection. The assessment of students’ research skills used an adapted questionnaire focused on critical thinking, the application of research methods, and reflection. Results. The findings demonstrated positive changes in students’ general research skills and in the main components of research activity. Scientific novelty. The study shows that science, technology, engineering, and mathematics can serve not only as interdisciplinary learning tools but also as a pedagogical environment for building a research culture in teacher education. Practical significance. The proposed program could help teacher education institutions improve students’ preparedness for inquiry-based and project-oriented professional practice.