abstract
- This study examines undergraduate students¿ expectations for learning scientific research, a topic often marked by challenges in engagement during academic training. Using a qualitative design grounded in a constructivist paradigm and a phenomenological¿hermeneutic approach, we explored the expectations of students enrolled in an education program at a private university in Lima, Peru. Semi-structured interviews were conducted with ten participants using five open-ended prompts. Thematic analysis revealed six categories of expectations: (1) learning to search for scientific information; (2) conducting empirical research; (3) acquiring knowledge; (4) learning to write a thesis; (5) developing scientific writing skills; and (6) staying current with scientific advances. Students described these expectations as attainable and functional goals within their training context and consistently emphasized the teacher¿s role as pivotal, serving as a model, guide, and provider of feedback. The findings suggest that aligning course design and instruction with these expectation categories may foster students¿ interest in research and strengthen their engagement in scholarly practices.