COMMUNICATIVE SKILLS IN DOCTORAL EDUCATION: FOUNDATIONS, CHALLENGES AND CONTEMPORARY PERSPECTIVES
DOI:
https://doi.org/10.56219/dialctica.v1i31.6238Keywords:
communicative skills, doctoral education, academic communication, scientific writing, argumentation, higher educationAbstract
The purpose of this article is to systematically analyze the relevance of communicative skills in doctoral education, understood as a set of discursive, argumentative, rhetorical, and academic competencies essential for the production, validation, and dissemination of scientific knowledge. Based on a theoretical and analytical review of specialized literature in higher education, academic communication, and research training, the study examines the main conceptual approaches to communicative skills at the doctoral level, as well as their implications in key processes such as scientific writing, academic argumentation, specialized oral communication, and interaction within scientific communities. The findings reveal that, although doctoral programs emphasize methodological and disciplinary rigor, significant weaknesses persist in advanced communicative training, affecting the quality of academic production, scientific visibility, and knowledge transfer. In this regard, strengthening doctoral communicative skills is recognized as a strategic axis for the development of critical thinking, research autonomy, and effective integration into national and international academic networks. Finally, challenges and perspectives aimed at the explicit and systematic integration of academic communication into doctoral curricula are proposed.
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