Abstract

This systematic review aimed to analyze teaching practices and perceptions in the development of research competencies in primary education from 2014 to 2024. An exhaustive search was conducted across four databases (Scopus, Web of Science, EBSCO, and Wiley) using predefined inclusion and exclusion criteria. A total of thirty-seven studies were selected for the final analysis, which were thematically coded and analyzed using descriptive statistics. The results identified critical factors influencing the development of research competencies in primary education, highlighting the fundamental role of institutional support in implementing research programs, the need for specialized teaching resources, the importance of teacher training in research methodologies adapted to the primary level, and the effective integration of technological tools to facilitate classroom research. Emerging trends revealed a growing emphasis on collaborative approaches between teachers and students, the incorporation of educational technologies tailored to the primary level, and pedagogical strategies that effectively connect theory with practical research experiences suitable for young learners. The findings have significant implications for fostering research competencies in primary education, emphasizing the necessity of implementing innovative pedagogical approaches that stimulate curiosity and investigative thinking from an early age, strengthening institutional support for school-based research projects, and promoting learning communities where teachers and students collaboratively develop research skills. Longitudinal studies are needed to evaluate the impact of research competency development throughout primary education and to assess the effectiveness of teacher training programs specifically designed to promote research at this educational level.