In contemporary higher education, independent learning has become a central component of student-centered pedagogical models. The increasing emphasis on research competence, critical thinking, and self-directed inquiry requires new approaches to organizing independent learning, particularly in research-oriented disciplines. The course “Research Methodology” plays a crucial role in shaping students’ scientific thinking and research skills, making the effective organization of independent learning within this course especially significant. This article examines the pedagogical features of organizing independent learning in the course “Research Methodology.” The study analyzes how independent learning contributes to the development of students’ research competence, methodological awareness, and scientific creativity. Based on theoretical analysis and pedagogical research, the paper identifies key pedagogical conditions and instructional strategies that enhance the effectiveness of independent learning in research methodology education. The findings highlight the importance of structured guidance, reflective tasks, and integrative learning activities in fostering students’ independent research activity.