The university, as a promoter of social construction, has among its functions the development of research skills in the comprehensive training of students. Consequently, training teachers to meet the demands of 21st-century education is imperative. Additionally, it examines various authors who serve as theoretical foundations in content analysis, such as Aponte (2022), Valles Rojas et al., and Mari (2018), to demonstrate the deficiencies existing among teachers in writing scientific texts. The methodological process delimits the research using a quantitative descriptive-projection approach, with a documentary and field design, non-experimental. The population comprised teachers from three universities in Quito, Ecuador, who were administered a survey instrument using the survey technique. The results demonstrate that higher education teachers present some deficiencies in writing coherently, employing the economy of words, and ensuring precision, clarity, and brevity in the ideas developed. Accordingly, implementing workshops for ongoing training in scientific writing and research methodology is recommended, along with promoting spaces for research culture.