The development of research-competent graduates in biological and pharmaceutical sciences has become a strategic priority for higher education institutions worldwide, driven by the accelerating pace of scientific discovery and the urgent need for interdisciplinary problem-solving capacity. This review synthesizes contemporary research on two complementary approaches to cultivating student research engagement: (1) innovative organizational models for student scientific activity, exemplified by the Student Chemical-Pharmaceutical Laboratory (SCPhL) at Vitebsk State Medical University; and (2) predictive frameworks for understanding and monitoring students' intentions to engage in scientific research, grounded in Ajzen's Theory of Planned Behavior. Drawing on empirical studies from Belarusian and Russian higher education contexts, this review examines the structural components, pedagogical mechanisms, and psychological determinants that shape student research trajectories in biology-related disciplines. The analysis reveals that practice-oriented laboratory models effectively develop technical competencies, analytical skills, and scientific identity, while social-psychological monitoring instruments can identify at-risk students and inform targeted interventions. Six significant predictors emerge as influential on research intentions: desire to engage in science, attitude toward scientific activity, career preference for research, awareness of research opportunities, perceived behavioral control, and gender. The review presents evidence-based recommendations for integrating hands-on laboratory innovation with systematic psychological monitoring to create comprehensive ecosystems that nurture the next generation of biological and pharmaceutical researchers.