From the perspective of doctoral pedagogy as an educational ecosystem, this article analyzes the context of the training, programs, and motivation of doctoral students in three doctoral programs in Peru. A descriptive qualitative study utilized semi-structured interviews with ten professors in the programs and a survey completed by 137 students. The results show that the doctoral programs respond to higher demands through scholastic programs centered on subjects and oriented to specialization, with reduced opportunities for socialization with the community of researchers.