The transformation of contemporary university education demands research approaches that are capable of capturing the complexity, contextuality, and lived realities of teaching and learning practices. Traditional empirical models, while valuable, often fail to fully account for the situated knowledge produced through educational action. In this context, the systematization of educational experiences emerges as a rigorous, reflective, and theoretically grounded research strategy that bridges practice and knowledge production. This article develops a comprehensive academic analysis of systematization as a methodological, epistemological, and pedagogical framework within university education. Drawing extensively on established scholarship in research methodology, competency-based education, pedagogy, and transdisciplinarity, the study positions systematization not merely as a descriptive exercise but as a structured process of critical interpretation that generates transferable and theoretically meaningful insights. Central to this discussion is the conceptual contribution that frames systematization as a dialogic process rooted in reflective practice, institutional learning, and ethical responsibility, as articulated in foundational work on educational experience analysis (Barbosa-Chacón et al., 2015). The article articulates the historical evolution of systematization, its philosophical foundations, and its alignment with competency-based and dialogic pedagogies in higher education. Through an in-depth methodological exposition, the study outlines procedural stages, analytical strategies, and validity considerations specific to systematized educational research. The results section offers a descriptive and interpretive synthesis of patterns emerging from systematized university teaching practices, emphasizing professional development, pedagogical innovation, and institutional transformation. The discussion critically engages with scholarly debates, addresses methodological limitations, and explores future research directions, particularly in relation to transdisciplinary knowledge production and ethical research practice. By advancing a robust and expansive theoretical framework, this article contributes to the consolidation of systematization as a legitimate and indispensable research approach in contemporary university pedagogy.

Educational systematization, university pedagogy, competency-based education

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