Research skills refer to a set of interrelated abilities that enable individuals to conduct research in an effective and rigorous manner. These include the capacity to formulate meaningful research questions, systematically collect and analyse data, select and apply appropriate methodological approaches, critically interpret findings, communicate results clearly, and make informed decisions grounded in empirical evidence (Jeréz et al., 2022). Accordingly, students must develop an understanding of their disciplinary field and engage in scientific inquiry as a means of knowledge construction and innovation (Visser-Wijnveen et al., 2015; Gess et al., 2018; Salmento et al., 2021). Research skills should therefore represent a core pillar of university education, particularly in the preparation of future education professionals. The development of critical, reflective, and self-regulated thinking is essential for meaningful engagement with educational practice and research, and presupposes a solid understanding of how knowledge is produced, validated, and communicated (Murtonen, 2015; Wilson et al., 2016). In Educational Sciences, research competence is especially crucial for addressing the complex and evolving challenges of professional practice and for empowering future generations to value research as a driver of modern societies (Darling-Hammond & Bransford, 2005).

Munthe and Rogne (2015) emphasised that research competence must be developed during initial university training, as it forms the foundation for evidence-based professional practice. The mastery of research skills contributes not only to individual academic and professional development, but also to broader societal progress. In this context, universities play a central role in preparing students to respond to the rapid transformations generated by scientific, technological, and innovation-driven change, equipping them to address complex professional challenges within increasingly dynamic social environments (Casanova et al., 2024). Previous research indicates that research-oriented undergraduate courses and experiences are strongly associated with higher research self-efficacy, the formation of scientific identity, and increased interest in pursuing graduate and doctoral research paths, particularly when such experiences are sustained, well-mentored, and meaningfully integrated (Fernandez et al., 2024).

Within this framework, this study aims to examine how research competences are acquired among undergraduate students in the field of Education Sciences within European higher education. The question of whether undergraduates in Education Sciences possess weaker research skills than students in other disciplines remains contested. While research competence is essential for academic success and evidence-based professional practice, studies indicate mixed results. Education Sciences students often demonstrate strengths in reflective thinking and communication, but comparatively weaker scientific content knowledge, methodological rigor, and data analysis skills. These differences, however, are not uniform and are strongly influenced by curricular design, institutional context, and individual motivation (Salmento et al., 2021, Matjašič & Vogrinc, 2025).

This study draws on the RMRC-K model of research competences developed by Böttcher and Thiel, which conceptualises research competence as a multidimensional construct encompassing skills in Reviewing the state of research, Methodological skills, Reflection on research findings, Communication skills, and content Knowledge (Böttcher & Thiel, 2018). This framework is used to analyse curricula and course syllabi in Educational Sciences bachelor programmes. 

This study focuses on two institutional contexts: universities belonging to the CIVIS European University Alliance and the top five European universities ranked by Times Higher Education according to indicators of Research Environment and Research Quality. 

This model is employed as a multidimensional framework for curriculum analysis, while a Delphi expert panel will be used to explore guidelines oriented to foster the research competence among education science undergraduates. The study seeks to answer how curricula structure the progressive acquisition of these competences and what patterns and trends emerge when courses are mapped, and how experts involved in undergraduate research teaching and supervision evaluate current approaches and propose guidelines for a more coherent cross-European research-methods education.

This study will adopt a two-phase design to address two key objectives: (1) to identify and map the research competences embedded in the syllabi of bachelor’s degree programmes in the field of Educational Sciences by analysing intended learning outcomes, course content, duration, teaching and learning methods, and assessment practices, using the RMRC-K model proposed by Thiel and Böttcher (2018); (2) to explore and achieve expert consensus on how research competences in Education Sciences should be fostered and strengthened at undergraduate level, by identifying key gaps and priorities emerging from the curriculum analysis and translating them into evidence-informed recommendations for curriculum design and pedagogical practice. The first phase focuses on curriculum and syllabus analysis through the mapping of research competences using the RMRC-K framework. The sample includes bachelor’s degree programmes in Educational Sciences from two institutional contexts: universities belonging to the CIVIS European University Alliance and the top five European universities ranked by Times Higher Education according to indicators of Research Environment and Research Quality. For each programme, all research-oriented courses are analysed. The data corpus comprises course syllabi, intended learning outcomes, course content, contact hours and ECTS allocation, teaching and learning methods, and assessment tasks. A coding scheme grounded in the RMRC-K model will be developed, drawing on established category definitions and example indicators from previous research on research competence. After, a systematic content analysis will be conducted. Descriptive statistics and visual curriculum maps will be employed to identify gaps, redundancies, and progression patterns in the development of research competences across study years and institutional contexts. The second phase employs a Delphi expert panel to develop consensus-based guidelines for strengthening research competences. The panel will consist of 10 experts from universities belonging to the CIVIS Alliance, all of whom are involved in teaching and supervising undergraduate research in Educational Sciences. In the first round, experts will complete an online questionnaire combining open- and closed-ended questions, grounded in the findings of Phase 1, to identify key gaps, priorities, and strategies for fostering research competences within undergraduate curricula. In the second round, experts will be invited to rate and re-rate synthesised statements using Likert-type scales regarding the importance and feasibility of proposed curricular and pedagogical recommendations. Together, these two phases provide an integrated framework linking curriculum design and expert judgment within a European higher education perspective.

Overall, this study is expected to (a) diagnose how research competences are currently built into European Educational Sciences curricula, (b) identify systematic gaps and inconsistencies, and (c) generate consensual, evidence‑informed guidelines to scaffold coherent, research‑oriented undergraduate training that is comparable and recognisable across European higher education systems. The curriculum mapping is expected to offer a comparative overview of how research-related intended learning outcomes are distributed and sequenced across Educational Sciences bachelor programmes, revealing convergences and divergences in curricular approaches. It is anticipated that some research competence dimensions—such as skills in reviewing the state of research and research communication—may be under-represented or introduced late, with progression across study years appearing fragmented or inconsistent. In addition, the study is expected to generate empirical evidence on students’ initial encounters with research during undergraduate studies. By identifying the pedagogical formats through which students first engage with research-related activities, the analysis can highlight curricular entry points that foster or hinder interest in research trajectories, contributing to discussions on research preparedness, early academic socialisation, and pathways towards graduate and doctoral studies. Finally, the Delphi expert panel is expected to translate these empirical findings into a set of evidence-informed, consensus-based guidelines for strengthening research-methods education in Educational Sciences undergraduate programmes. These guidelines are anticipated to articulate priority research competences within the RMRC-K framework, recommend coherent sequencing of courses, and propose exemplary teaching and assessment strategies, such as data-driven tasks, action-research projects, and the systematic use of scientific literature. Overall, the study is expected to contribute a transferable methodological framework for mapping research competence, inform curriculum development, and support universities in strengthening early research training as a foundation for students’ academic progression, research self-efficacy, and long-term engagement in educational research.

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