Psychopedagogical investigative professional skills: challenges and perspectives of today

Abstract

Introduction: Research on the professional research skills of Pedagogy-Psychology graduates is crucial for assessing their training and identifying areas for improvement and strengths, ensuring quality education. This paper aims to theoretically substantiate the psychopedagogical professional research skills of these professionals and the behavior of their training process. Materials and methods: The study was conducted with a mixed design that combined qualitative and quantitative methods, including case studies, surveys, and interviews with graduates, to collect data on their training and application of research skills. Results: The results indicate that, although graduates possess a solid theoretical foundation, there is a need to strengthen research practice through continuing education programs and specific workshops. Discussion: This suggests that integrating research skills into the curriculum could improve these professionals' ability to address complex problems in their daily practice. Conclusions: Professional research skills in Pedagogy-Psychology graduates are fundamental for the development of their professional practice. These skills enable graduates to critically and analytically address the educational and psychological problems they face in their work.