Enhancing University Teaching Through Student-Led Review Articles as a Pathway to Early Research Engagement

Abstract

Early exposure to research methodology through review articles represents a promising approach to fostering research interest among undergraduate students during their initial academic years. In the present work, the implementation and impact of incorporating review article analysis in first and second-year undergraduate curricula is examined as a strategy to promote research engagement. The methodology involved a systematic integration of review article study within regular coursework, focusing on developing critical analysis skills and research comprehension. Students participated in guided analysis sessions, learning to decode research structures, evaluate evidence, and synthesize findings. Indeed, this study gather together a three-year teaching in-novation project (2021–2023) at the Catholic University of Murcia (UCAM), Spain as a case study, which uses Review Articles for Academic Development in University Teaching. The findings suggest that incorporating review articles in early undergraduate education serves as an effective scaffold for developing research competencies and motivating students toward research careers. This approach provides a foundation for research literacy as aligning with current educational trends emphasizing early research exposure. Furthermore, it is also concluded that despite the growing use of advanced technologies, review articles remain essential for research learning, offering a replicable model to strengthen research engagement in other educational institutions.