Syntax between legal research and analytical skills in university education

Abstract

This research focused on assessing the impact of active pedagogical strategies and digital technologies on the development of research competencies among Law students at UNIANDES. An integral approach was proposed, considering research not as an isolated subject, but as a central axis throughout the entire degree, capable of strengthening the analytical and argumentative thinking of future jurists. A mixed design was employed, with a predominant quantitative component, complemented by an interpretive qualitative analysis. This combination allowed not only the measurement of competency acquisition but also the understanding of perceptions, experiences, and barriers in research training. The results indicate that most students developed analytical skills, and that these competencies are effectively transferred to other courses and professional practices. The use of technologies and legal databases is perceived as an essential resource to access updated information, substantiate arguments, and foster research autonomy. The integration of active methodologies, digital tools, and individualized guidance enhances the comprehensive education of Law students, promotes applied research, and prepares future professionals. This study provides evidence on the relevance of rethinking legal education in Ecuador, aligning it with the guidelines of the LOES, the Constitution, and international standards of higher education.