A scoping review of barriers and enablers shaping research culture in midwifery education in low- and middle-income countries

Background Building a sustainable research culture is essential to advance midwifery education and evidence-based practice. However, midwifery schools in low- and middle-income countries (LMICs) face persistent institutional, cultural, and resource-related barriers that limit educators’ engagement in research and scholarly work. This scoping review aimed to map and synthesise current evidence on the barriers and enablers influencing research culture, capacity, and engagement among midwifery educators and institutions in LMICs. Methods Following the PRISMA-ScR framework, we searched Scopus, PubMed, and ScienceDirect on 12 January 2026 for English-language publications from January 2014 to December 2025. A targeted search of key organisational websites was also undertaken to identify relevant policy and institutional frameworks. Eligible sources included empirical studies, reviews, conceptual papers, and selected policy documents relevant to research culture, research capacity, or research engagement in midwifery education in LMICs. Data were charted using a structured extraction form and synthesised thematically. In the analysis, we distinguished between direct evidence from midwifery education contexts and contextual evidence that informed the broader institutional and policy environment. Results Seventeen sources were included, comprising empirical studies, reviews, conceptual analyses, and policy frameworks from Sub-Saharan Africa, South and Southeast Asia, and multi-country LMIC networks. Across the literature, recurring patterns included limited research training, weak mentorship structures, constrained institutional support, and competing teaching or clinical workloads. Enablers most frequently described were mentorship, faculty development, leadership support, collaborative partnerships, and alignment with quality standards. Policy frameworks such as the International Confederation of Midwives (ICM) Global Standards for Midwifery Education and the World Health Organization (WHO) Framework for Strengthening Quality Midwifery Education provided important normative context, but empirical evidence on institutional research culture remained limited and uneven. Conclusions The review maps an emerging but still limited evidence base on factors shaping research culture in LMIC midwifery education. The findings suggest that sustainable progress is more likely where educator development, mentorship, leadership, and institutional support are aligned within enabling policy environments. Strengthening research culture should therefore be approached as a long-term institutional and system-level process rather than as a stand-alone training activity.