César Iván Casanova-Villalba, Maybelline Jaqueline Herrera-Sánchez, Alison Tamara Boada-Tobar, Luis Andrés Páez-Puente
Research training in higher education is an essential component for enabling students in the social sciences and education to produce relevant knowledge and communicate their findings through articles, conference presentations, and degree projects. This study aimed to analyze the documented relationship between research competencies and student scientific production, considering the personal, pedagogical, and institutional factors involved in this connection. A qualitative, documentary, non-experimental study with an exploratory-descriptive scope was conducted through a bibliographic review of academic publications in Spanish, English, and Portuguese, examined using narrative and thematic synthesis. The results showed that research competencies integrate critical information searching, methodological proficiency, data analysis, ethical reflection, academic writing, and scientific communication. However, their development does not automatically guarantee publications, since productivity also depends on faculty mentoring, curricular articulation, research-based learning, student research groups, infrastructure, and dissemination opportunities. Likewise, fragmented methodological instruction, lack of time, research anxiety, and unequal access to resources limit student output. It is concluded that universities should implement progressive training pathways that integrate research, writing, and dissemination while using objective evidence of performance and verifiable scientific products.