Research Training Strategies for University Faculty: A Systematic Review of Models, Methodologies and Effects

Estrategias de Formación Investigativa en Docentes Universitarios: Revisión Sistemática de Modelos, Metodologías y Efectos

Abstract

Research training for university faculty constitutes a fundamental element for academic quality and scientific production in higher education, although gaps persist in systematizing effective strategies. The study objective was to systematize and critically analyze scientific evidence on strategies, models, and methodologies for research training directed at university faculty to identify elements contributing to more effective training program design. A systematic review with qualitative synthesis approach was conducted following PRISMA guidelines, consulting Scopus, Web of Science, and Scielo to identify studies published between 2021-2025. Specific inclusion criteria were applied for empirical studies on faculty research training, using inductive thematic analysis for evidence synthesis. Fifteen studies spanning 10 countries were included, predominantly employing qualitative approaches (53,3%). Results identified five main training modalities: structured training programs (40,0%), academic writing workshops (26,7%), mentoring (20,0%), curricular integration (13,3%), and hybrid modalities (13,3%). The study concluded that the most effective strategies integrate active pedagogical components, sustained institutional support, and practical application, requiring systemic and multimodal approaches that consider contextual factors to optimize faculty research competency development.