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Objective: To conduct a critical and comparative review of the scientific literature on research competencies in universities, identifying difficulties and improving their training in higher education. Theoretical Framework: Concepts and theories such as meaningful learning and professional competency models that underpin the research are presented. Method: The methodology adopted for this research includes a systematic review based on the PRISMA protocol guidelines. Extensive searches were conducted in WoS (Web of Science), Scopus, and EBSCO databases, using specific combinations of search terms related to research competencies in the context of higher education. Data collection was carried out through the analysis of empirical articles published in English and Spanish, covering a period of 12 years. Results and Discussion: It is identified that research competencies are essential for the academic and professional development of students, but face several challenges in their effective implementation, such as lack of teacher guidance, institutional shortcomings, and lack of student commitment. These results are contextualized in light of the theoretical framework, highlighting the implications for educational policies and the need for innovative strategies to overcome the identified obstacles. Research Implications: The results can influence management policies, curriculum development, and teacher training in higher education. Originality/Value: This study has an innovative approach that combines systematic review and theoretical analysis on research competencies. Furthermore, it proposes practical strategies to improve research training in universities.
Duche-Pérez et al. (Fri,) studied this question.