Investigative competencies of university lecturers and quality of academic training

Abstract

This article analyzes, from a theoretical-analytical perspective, the relationship between the investigative competencies of university lecturers and the quality of academic training in higher education, focusing on research developed for the eighth and ninth terms at the Universidad Estatal de Bolívar. Four dimensions of the faculty research profile are integrated—methodological mastery, scientific production, research mentorship, and the integration of research into teaching—alongside four dimensions of educational quality—academic rigor, development of student scientific competencies, relevance of mentorship, and quality of academic outputs. Drawing from recent literature and the Ecuadorian regulatory framework, a conceptual model is proposed to explain how research can function as a pedagogical mediation. The article does not attribute empirical results to the institution, as instrument application represents a subsequent phase; its contribution lies in establishing a robust conceptual framework for quantitative verification and for the design of institutional strategies aimed at strengthening research capabilities.