Research Competencies From the Socio-Formative Approach Seen in Undergraduate Students at a Peruvian and Mexican University

Objective: To compare research competencies from the socioformative approach observed in undergraduate students at a Peruvian and Mexican university. Theoretical Framework: From the initial stages of education, students should receive a holistic training that makes them capable of facing the challenges demanded by the changing world and the knowledge society. Under the protection of socioformation in higher education, it is essential to train new generations to develop more authentic competencies that allow them to confront the working world. Socioformation offers a perspective on knowledge management, recommending breaking with traditional patterns of how education is delivered. In the face of complex situations, students at all levels must adopt critical thinking. Method: The purpose of this research was to compare research competencies from the socioformative approach observed in undergraduate students at a Peruvian and Mexican university. It was a joint study with professors from another Mexican university, using a quantitative approach with a descriptive-comparative scope. The study included the participation of 64 Mexican and 65 Peruvian students, all of whom are in the early semesters of the education program at a public university in Peru and Mexico. Results and Discussion: Descriptive statistics, considering the percentage level of the results for the research competencies variable between Peru and Mexico, showed that 54.7% of Mexican students demonstrated autonomy, compared to 52.3% of Peruvian students. Inferential statistics confirmed that there are differences between both groups, taking into account the Mann-Whitney U test. Research Implications: The academic community demands studies that consider the development of competencies in students, such as socioformation, linking it to research competencies, as critical professionals are needed in the future. Originality/Value: To provide the academic community with a Likert scale instrument with 24 items, allowing the collection of perceptions regarding the development of research competencies.