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Abstract In this study, we provide high school physics teachers with insight and a detailed workflow for effectively integrating student research journals into physics education. Our interactive logbook template we designed enables student research pairs to document their work on an online platform with continuous teacher feedback. The teacher, acting as a project leader, constantly reviews the students’ uploaded work and provides feedback, which allows the young researchers to revise and improve their projects. In essence, the research work carried out in physics lessons mirrors the agile project management methods used in large companies but adapted to the classroom environment. During the project, students fill in the template, and based on it, they write an essay following the principles of academic writing. Afterwards, they present their results to their peers, which is followed by a scientific debate. All this provides an opportunity for students to experience the diversity of physics and physics learning within a research project, while developing their research and language skills as well as their critical thinking. At the end of the project, students participate in a retrospective evaluation, reflecting on their work, which contributes to the development of their self-regulated learning skills. The learning process we have developed supports experience-based, student-centered learning and provides students with insight into the realities of a research career, while also effectively helping them prepare for project-based final exams or international research-based competitions.