Disruptive innovation in university teaching is a highly relevant pedagogical tool; Above all, when it helps students develop investigative and scientific competencies to learn to learn, build and solve the problems of the diversity of the social and natural environment, dynamiting in an innovative way, the construction and generation of new learning, understanding. of the problems and alternative solutions to the problems, generating transformative action in the: Problems-solutions. Research thus conceived is one of the fundamental tasks of the contemporary university and, especially, where future professionals are trained the university, without the research component in professional training, the mission would be reduced to mere teaching, or simply to the transmission of knowledge, regardless of the relevant development of the modes of action of future professionals, that is why the university has the responsibility to train professionals with the aim of addressing their deficiencies in correspondence with social needs. From this perspective, there have been significant effects on the development of research skills in students reflected in the research attitude, scientific knowledge and scientific production. Comparisons of pretest and posttest scores, obtained from the students' responses, have allowed rejecting the null hypothesis and accepting the alternative hypothesis, demonstrating that disruptive innovation based on university didactics has significantly influenced the development of research competencies.