Research Methodologies in Higher Education: A Systematic Review
Keywords:
Research methodologies; higher education; research competencies; systematic review; research training.Abstract
Training in research methodologies is a fundamental pillar of contemporary higher education. This systematic review analyzes evidence published between 2015 and 2025 on pedagogical approaches, competencies developed, and implementation barriers. Following the PRISMA statement, 42 articles indexed in Scopus and Web of Science were reviewed, additionally integrating 10 complementary sources on formative research, research self-efficacy, and academic mentoring. Results confirm that active methodologies –problem-based learning, project-based learning, case studies, formative research, and challenge-based learning– constitute the strategies with the greatest empirical support. Research competencies are structured into cognitive, procedural, and attitudinal dimensions, showing that approximately 47% of students achieve a high level, while 50% present a moderate level of development. Research self-efficacy emerges as a consistent predictor of academic productivity, and research mentoring is consolidated as an effective strategy for competency development. Main barriers include curricular rigidity, insufficient teacher training, and resource limitations. It is concluded that teaching research methodologies requires a comprehensive institutional approach that articulates curriculum, teacher training, infrastructure, evaluation policies, and mentoring models.
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