Research and Its Role in University Teacher Training: An Analysis of the Necessary Transformation

Abstract

This article examines the urgent need to transform university teaching methods in response to the demands of the information society and a globalized economy. It argues that the traditional model of knowledge transmission is insufficient in an era defined by the rapid explosion of information and the need for lifelong learning. The author proposes a shift toward a competency-based educational model —aligned with the European Higher Education Area— that emphasizes instrumental, systemic, and interpersonal skills. The paper describes a flexible, tutorial pedagogical framework in which the teacher acts as a "learning architect" rather than a mere transmitter. Key recommendations include prioritizing "learning by doing", encouraging cooperative work, using metacognitive strategies, and institutionalizing teacher training.