Percepciones sobre la formación investigativa en estudiantes de una universidad nacional de Lima

Abstract

Background: Research training is essential in higher education, as it develops the skills needed to generate knowledge and solve problems scientifically. However, students face difficulties while writing their theses, related to both academic and institutional factors. Objective: To analyze students' perceptions of research training at a national university in Lima. Methodology: A qualitative study using a reflective thematic analysis design. Ten graduates, selected through purposive sampling, participated in the study and were interviewed using in-depth, semi-structured interviews. The data were analyzed using Atlas.ti, following the procedures outlined by Braun and Clarke. Results: Seven themes were identified: insufficient faculty support, limited access to resources, methodological difficulties, tensions surrounding feedback, emotional burnout, educational limitations, and curricular disjointedness. Participants described the thesis process as complex, demanding, and lacking in support, with repercussions on their motivation and learning. Conclusion: These perceptions are influenced by pedagogical, institutional, and emotional factors. It is necessary to strengthen faculty support, improve access to academic resources, and optimize curricular coordination to promote comprehensive and meaningful research experiences.