Evaluation of the research policy and promotion of research competencies in higher education

Abstract

This article is the result of the evaluation of the research policy of a higher education institution in Colombia, in terms of coherence, relevance, and feasibility for developing research competencies in undergraduates. The research had a mixed approach and evaluative design, using methods such as document review, questionnaires to professors, and systematic observation of classes in three programs of the Faculty of Education. The results show a gap between institutional orientations and pedagogical practice, particularly in terms of curricular integration, research tutoring, and academic culture. However, there are still shortcomings in methodological design, in the integration of teaching and research, and in the systematization of training practices, despite regulatory advances. It is determined that a successful research policy needs more than regulations; it requires curricular coherence, strategic support, and institutional conditions to critically educate. The study supports the discussion on the formative role of research in higher education and proposes recommendations to strengthen its impact.