R&D&I Competencies at CUNSUR: toward a pedagogical model of continuous training for researchers

Abstract

OBJECTIVE: To analyze the research, development, and innovation competencies of the researchers at the Centro Universitario del Sur of the University of San Carlos of Guatemala, with the purpose of determining training gaps and proposing a pedagogical model for continuous professional development. METHOD: From a mixed epistemological approach, Likert-type questionnaires were administered to 40 researchers and semi-structured interviews were conducted with five project coordinators and six national and international experts. RESULTS: The quantitative analyses confirmed the validity and reliability of the instrument (overall α = 0.90; KMO = 0.87; Bartlett’s test χ² = 325.45, df = 45, p < .001), with the model explaining 75% of the total variance. In addition, a strong and significant correlation was found among the dimensions of the R&D&I model (r = 0.89, p < .001, 95% CI [0.77, 0.94]). The descriptive results indicate strengths in theoretical updating (M = 4.35) and research methodologies (M = 4.20). Qualitatively, gaps were identified in international scientific communication, knowledge transfer, and the advanced use of digital technologies; although high motivation and ethical commitment were also evident. CONCLUSION: It is necessary to implement a structured program of continuous professional development aimed at strengthening the technical, methodological, and attitudinal competencies linked to the R&D&I model, as a means to enhance applied research, social innovation, and sustainable regional development.