• Problem: There are social needs related to teacher professionalization at different educational levels, strategic sectors, and localities; based on: the demands placed on teacher training and updating in relation to: contemporary advances and trends in concepts regarding educational processes, in response to the priorities established by the country in its strategic projection.
• Objective: Respond to the diagnosis of the continuing education needs of education professionals, which is realized through their training plan, to solve complex problems in the area of education, working collaboratively in scientific groups associated with research projects and applying new technologies.
• Methodology: The dialectical-materialist method is adopted, encompassing theoretical and empirical aspects, as well as qualitative and quantitative aspects; this allows for the management of the training process for educational researchers within a doctoral program to be revealed.
• Results and discussion: The doctoral training strategy for the program, characterized by flexibility and adaptability to the demands of doctoral training policy in the country, constitutes a permanent working document of the Doctoral Committee, ensuring strict compliance with the required quality standards of the current doctoral training program.
• Conclusions: Effective doctoral training strategy, constituting a permanent working instrument of the Doctoral Committee, articulated to the broad demand and strategic projection in the training of doctors in Educational Sciences until 2030.