Strategy for Doctoral Training in Educational Sciences in Cienfuegos Education in Cienfuegos: A Systemic-Dialogical Approach

Abstract

The study conducted by specialists from the Provincial Directorate of Education in Cienfuegos revealed the need to continue analyzing the impact of the doctoral training strategy in Educational Sciences in the province. This strategy is centered on a systemic, dialogical, and interdisciplinary approach to the research process, and on the development of research projects as developmental learning environments that contribute to the theoretical-methodological framework—thus characterizing scientific practice from an interdisciplinary and multidimensional perspective, focused on innovation and technology. Resolutions, strategic plans, balance reports, and project evaluations from the past three years were critically analyzed, alongside the use of meetings, working groups, scientific sessions, and the Scientific Committee, which facilitated decision-making and integration within the doctoral training process. Limitations were identified, such as weak articulation among stakeholders and fragmented institutional information. Through collaborative exchanges, group discussions, and interviews, key ideas and procedures were defined to model the relationships within the process. As a result, the findings contribute to the Third Improvement of the National Education System and reaffirm the validity of integrative methodological approaches capable of enhancing educational research with contextual relevance, scientific rigor, and ethical commitment—highlighting the distinctive features that position this strategy as an epistemological pathway for doctoral research in Educational Sciences in Cienfuegos.