Developing research skills is a key aspect of university education, but doubts persist about which ones should be prioritized and how to strengthen them effectively. This article offers an epistemological reflection on nature, scope, and challenges of the topic, articulating contributions from the philosophy of science, critical pedagogy, and research paradigms. It also reviews the competencies necessary to successfully complete the professional studies completion project, analyzing assessment approaches and tools. Through a systematic review of the ERIC and Scopus databases, 24 articles were selected following the PRISMA method. The findings reveal that the research skills identified are grouped into three approaches according to the type of assessment used: most studies use summative assessments, followed by those based on empirical evidence, and to a lesser extent, those that use formative assessments. These results underline the need to strengthen the skills related to the preparation of research projects and reports, as well as to select the assessment carefully approaches and tools to ensure the effective development of research skills in professional training. © 2025, CONICET - Emiliano Aldegani. All rights reserved.
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