The Compass and the Map: Research skills in social educator training for transformative practice

This monographic article explores the fundamental and overlooked role of research skills in the initial training of social educators, positioning them as a key element for evidence-based, critical and socially transformative professional practice. In an era characterised by social complexity, persistent inequalities and rapid digital transformations, social education is called upon to promote critical and democratic citizenship in line with human rights and the Sustainable Development Goals of the 2030 Agenda. Through a critical review of the literature, analysis of real case studies and discussion of meta-analyses and systematic reviews, the article argues that research competence is not merely a technical skill, but an epistemological and practical disposition that enables educators to decode reality, critically evaluate their actions, generate contextual knowledge and contribute to innovation in the field. Barriers to its full integration into training curricula and the perceptions of students and professionals are analysed, and pedagogical models, such as inquiry-based learning and participatory action research, are proposed to cultivate a 'researcher-educator'. The central thesis is that investing in research competence means empowering the profession, equipping it with the tools necessary to navigate uncertainty and co-construct, with communities, more effective, fair and sustainable educational responses.