Theoretical foundations and strategic projections for the improvement of the Doctorate in Education at UNAE

Abstract

The Doctoral Program in Education at the National University of Education (UNAE) is a strategic initiative aimed at strengthening research training and contributing to the educational transformation of Ecuador. However, as a program in the process of consolidation, it faces the challenge of ensuring its continuous improvement based on coherent theoretical, normative, and methodological frameworks, as well as systematic monitoring and evaluation mechanisms to guide academic decision-making. In this context, this article presents the results of a qualitative study, grounded in the socio-critical paradigm, whose purpose was to systematize the theoretical, normative, and methodological foundations that support the projection of the continuous improvement of the UNAE Doctoral Program in Education. The research was conducted between August and November 2025 and integrated the theoretical methods of documentary analysis, historical-logical analysis, and analytical-synthetic analysis, complemented by a comparative review with other national and regional doctoral programs, as well as a critical analysis of the program's normative and academic management documents. The findings allowed for a more precise understanding of the conceptual and legal foundations guiding doctoral training in the country, the identification of tensions between regulatory frameworks and academic practices, and the establishment of criteria for curricular coherence, research quality, and institutional sustainability. It is concluded that the systematization carried out provides a solid basis for the development of a continuous improvement project aimed at the progressive strengthening of the doctoral program.