Teaching research in competency-based university curricula: a systematic review

Abstract

Introduction: In higher education, the processes of teaching and learning research represent the backbone of professional training, as they require the acquisition of competencies that enable stu-dents to overcome challenges in diverse, knowledge-oriented environments. Accordingly, this re-view aims to reveal, through previous studies, how the teaching of research is addressed within competency-based curricula in university contexts between the years 2019 and 2025. Methodology: The systematic review followed the PRISMA model, which allows for a detailed and objective approach to analyzing articles, documents, theses, and studies published during the specified period. Sources were retrieved from databases such as Scielo, Redalyc, Latindex, Dialnet, and others. In-clusion and exclusion criteria specific to the PRISMA protocol were applied to select the most relevant literature on the teaching of research within competency-based curricula. Results and Discussion: The comprehensive review revealed a shift in research teaching, moving from traditional approaches toward the integration of critical thinking, metacognitive strategies, and the resolution of complex problems. However, a persistent gap remains in terms of teacher training and the articula-tion between theoretical content and practical application. Conclusions: It is imperative to strengthen student-centered pedagogical models, promote research across all levels of higher edu-cation, and integrate research competencies from the outset of students’ academic training.