Developmental learning environments in multi-process interdisciplinary doctoral training

Abstract

Cuban Higher Education faces the challenge of sustaining interdisciplinary doctoral training under exceptional circumstances, which requires redesigning multiple formative processes across diverse learning environments. In this context, there is no clear systematization of which learning environments are most developmental at this level, nor how tacit and explicit knowledge interact within doctoral programs in Educational Sciences. The objective of this work is to assess the learning derived from lessons learned and lived experiences in the different environments of interdisciplinary doctoral training processes, and to identify those environments that foster developmental learning. To achieve this, an exploratory-descriptive qualitative study was conducted, based on the systematization of 179 doctoral defenses (2019–2024), 41 pre-defenses, 17 doctoral programs, and 4 annual workshops (2021–2024) with 86 participants (doctoral candidates, tutors, graduates, employers). Content analysis, non-participant observation, and open questionnaires were used. Four developmental learning environments were identified: (1) research projects, (2) doctoral training programs, (3) innovation-development multiprocesses, and (4) thesis supervision. It was found that 78% of doctoral candidates consider the research project to be the most empowering environment for tacit learning (knowing how, knowing who), while 65% value thesis workshops as the key space for transforming tacit knowledge into explicit knowledge. The main lessons learned include the need for greater interdisciplinarity from the program design stage and the training of tutors in collaborative approaches. In conclusion, the identified environments, when operating in an articulated manner with developmental intentionality, promote the growing autonomy of doctoral candidates and collaborative scientific production. It is recommended to institutionalize spaces for metacognitive reflection and update programs with at least 40% mandatory interdisciplinary activities.