Abstract
The research was conducted between January and April 2025 at the National University of Education in Ecuador as part of an institutional project to monitor the Doctoral Program in Education. It responded to the need for criteria to guide the training process, tutoring, and assessment of theoretical, methodological, and practical contributions in doctoral theses, in accordance with institutional guidelines and national regulations. The objective was to propose criteria for the preparation and evaluation of the scientific contributions of the program's theses. A qualitative approach was adopted, and documentary, content, and historical-logical analysis techniques were applied to specialized literature, regulatory documents, thesis projects, and institutional records, the results of which were validated through theoretical triangulation and consistency review between sources. The results established useful criteria for strengthening the internal consistency, academic relevance, and educational impact of the research, contributing to a more rigorous and relevant doctoral education geared toward improving national education