Model of research competencies for doctoral programs in education at Mexican universities: a proposal based on information literacy.

Abstract

This research presents the results of a study focused on the development of research competencies as an essential component of information literacy among doctoral students in education. An analysis of postgraduate programs in Mexican universities revealed the absence of systematic models to guide comprehensive research training, beyond isolated methodological courses. In response, a specific model of research competencies was designed, aimed at doctoral candidates in the field of education. The model is structured into four fundamental categories: scientific research, information retrieval and management, forms of collaborative work, and research ethics. Each category includes its definition, objectives, and indicators, providing a clear and coherent guide for the development of the competencies required for high-level researcher training. The study employed a mixed-methods approach, integrating documentary analysis of curricula, student questionnaires, and a review of institutional instruments. This methodology allowed for a contextualized and empirical understanding of existing training gaps. The proposed model constitutes a theoretical and practical tool that strengthens the research training of doctoral students in education, with the aim of contributing to the improvement of doctoral programs in Mexico and other Latin American contexts. Upon conclusion, this research is considered only the beginning of a broader horizon for the training of researchers within quality doctoral programs in the country. It is expected that the importance of students acquiring essential research competencies will be better understood, as these are crucial for preparing new doctors in the field of education and, indeed, in other areas of human knowledge.