Globalization, the formation of the knowledge economy, and the transition of scientific research activities to the international competitive arena have fundamentally changed the requirements for doctoral education, which is the highest level of higher education. In the modern era, doctoral studies are not merely a stage for obtaining a scientific degree, but also serve as a mechanism for training researchers who possess innovative thinking, are integrated into the international scientific environment, and can contribute to the socio-economic development of society. In this context, the question “Can the doctoral education system in Azerbaijan keep pace with global challenges?” becomes relevant and requires systematic analysis.
In Azerbaijan, doctoral education is the third level of higher education, primarily aimed at training scientific and scientific-pedagogical personnel. Doctoral education is carried out in higher education institutions and scientific research institutes in accordance with the legislation of the Republic of Azerbaijan.
The admission process is usually conducted based on centralized examinations, and candidates must demonstrate their knowledge in philosophy, a foreign language, and their specialty subject. Doctoral education encompasses two main stages: Doctor of Philosophy (PhD) and Doctor of Sciences degrees. During their studies, doctoral students are required to conduct research on a dissertation, publish scientific articles, and successfully pass certain examinations. Although the existing system is largely based on normative frameworks and formal procedures, certain steps have been taken in recent years towards improving quality and aligning with international standards.
In foreign countries, particularly in European Union countries and the USA, the doctoral education system is built upon a more flexible, research-oriented, and internationally collaborative model.
In these countries, doctoral programs are typically structured, and doctoral students are provided not only with dissertation work but also with courses in methodology, academic writing, ethical guidelines, and career development. During admission, candidates' previous research experience, motivation letter, and scientific potential serve as key criteria. Furthermore, doctoral students' participation in international conferences, joint supervision (co-tutelle), academic mobility, and involvement in grant projects are widely encouraged.
Against the backdrop of this comparative landscape, it becomes clear that the alignment of doctoral education with global challenges is determined not only by admission rules and formal requirements but also by the quality of the scientific environment, the level of internationalization, innovation orientation, and the future career opportunities for doctoral students. Precisely from this perspective, the analysis of the current state of the doctoral education system in Azerbaijan and the assessment of its degree of conformity with global scientific trends carry essential scientific and public significance.
Commenting on the topic to AzEdu.az, Vasif Qafarov, a member of the Science and Education Committee of the Milli Majlis and a deputy, noted that doctoral education in Azerbaijan is considered one of the main stages in the formation of scientific-intellectual potential, and its fundamental goal is the training of highly qualified scientific and scientific-pedagogical personnel capable of conducting independent scientific research:
"While this objective in normative documents essentially aligns with international doctoral, particularly European PhD models, significant differences exist in terms of real implementation mechanisms and outcome evaluation. In international models, doctoral education is built on research-centric, academically competitive, and measurable scientific outcomes, whereas in Azerbaijan, the system focuses more on fulfilling administrative requirements.
In current practice, doctoral education often serves as a stage primarily aimed at obtaining a formal diploma, which directly impacts the real quality of scientific activity. The relevance of the dissertation topic, its scientific novelty, and its contribution to international scientific discourse take a backseat, with the main focus shifting to the realization of the defense itself. The requirement for scientific articles to be published in international journals often has a formal character, and the scientific impact, citation metrics, and academic resonance of these publications are not sufficiently considered. This approach weakens the primary function of doctoral studies, which is the production of new knowledge and scientific innovation.
In the context of global scientific competition, it is essential for doctoral students to be capable of competing not only in the local academic environment but also on international scientific platforms. However, the current system does not ensure the systematic formation of key competencies in doctoral students, such as academic writing culture, modern research methodologies, scientific ethical norms, project-based thinking, and participation in international scientific networks. As a result, a significant portion of doctoral graduates remains outside the opportunities for active participation in the global scientific environment".
Adapting doctoral education to global challenges necessitates deep structural and content-related reforms
"In this context, transitioning doctoral programs to a research outcome-based model, increasing the responsibility and accountability of scientific supervisors, and involving doctoral students in international exchange programs and joint scientific projects are of significant importance. At the same time, doctoral education should be transformed into a socially and economically attractive stage, and funding mechanisms should be restructured in a way that stimulates scientific productivity.
In the context of doctoral education, the concept of “global challenges” encompasses components such as globalizing scientific knowledge production, the integration of digital technologies into research, artificial intelligence, interdisciplinary approaches, open science principles, increased sensitivity to scientific ethics, and the real impact of research outcomes on society. A modern doctoral student must possess analytical thinking, methodological flexibility, and international scientific communication skills to respond to these challenges.
The quality of doctoral education should be measured not only by the statistical indicators of defended dissertations but also by more objective and outcome-based criteria. These criteria include the impact factors of articles published by doctoral students in internationally indexed scientific journals, the scientific and academic career trajectories of graduates, the application and innovation potential of research outcomes, as well as the level of participation in international scientific networks.
Thus, while doctoral education in Azerbaijan demonstrates alignment with international models in terms of objectives, it is in serious need of transformation regarding implementation mechanisms and real scientific outcome orientation. To train personnel resilient to global scientific competition, doctoral education must move beyond being a formal stage and become a center for scientific productivity, innovation, and international integration, which is only possible through institutional reforms and the renewal of scientific culture".
According to education expert Elchin Suleymanov, the education within the doctoral system in Azerbaijan is almost a system formed during the Soviet era:
"Naturally, society develops and changes, and therefore, the adaptation of this system to new conditions is very important. Azerbaijan has joined the Bologna Process, and within this framework, bachelor's and master's education has been integrated into the European education system. However, the doctoral system has not yet been fully integrated into this process. Nevertheless, sufficient steps are being taken in this direction in recent years.
The main issue here is that the content, quality, and system of doctoral education must be updated to some extent. Education, research, and integration must go hand in hand. Individuals who will be engaged in scientific work in doctoral studies should first be taught scientific methodology and research skills, and only then should real research be expected from them.
In most countries around the world, doctoral studies are both an educational and a research stage. Initially, fundamental subjects, research methods, analytical programs, and necessary skills for scientific research are taught. Subsequently, real research is conducted in accordance with the specific needs of the economy and society. These studies should both play a role in economic development and be capable of commercialization. For example, products resulting from doctoral studies in the USA bring significant revenue to universities. A drug, a treatment method is patented and commercialized. A problem in industry is solved through the work of a doctoral student, and this generates profit for the university".
In other words, the doctoral system should be project and needs-based:
"A problem is identified, and scientific work solves it in a real way. Thus, neither knowledge nor resources are wasted. Currently, development and improvements are observed in this area in Azerbaijan. There is state support, resource allocation, and access to prestigious journals. Specialists educated abroad also work in universities, and joint research projects are implemented. All of these should be aimed at enabling doctoral education to contribute to the real economy.
Doctoral education in Azerbaijan, as the third level of higher education, plays an important role in the formation of scientific-intellectual potential and demonstrates a certain conformity with international standards from a normative perspective. However, in terms of real implementation mechanisms, scientific productivity, and international competitiveness, the system is still in a developmental stage. In current practice, doctoral studies largely remain a stage focused on fulfilling formal requirements and not fully realizing the potential for scientific innovation.
Global experience shows that a successful doctoral system is measured not only by dissertation defense but also by the development of research skills, methodological flexibility, academic ethics, and opportunities for international scientific cooperation. Although certain steps have been taken in this direction in Azerbaijan, structural and content-related reforms are necessary for the system to fully respond to global challenges.
It is important to transition doctoral programs to a research outcome-based model, increase the responsibility and accountability of scientific supervisors, integrate doctoral students into international scientific networks, and expand the socio-economic application possibilities of research. At the same time, doctoral education should be project and needs-based, and scientific work that creates concrete benefits for the economy and society should be encouraged.
Thus, doctoral education in Azerbaijan can, in the future, become a mechanism for training personnel who are resilient to global scientific competition, innovative, and application-oriented. For this, institutional reforms, the renewal of scientific culture, and the strategic development of doctoral students' knowledge, skills, and capabilities must be a priority".
