Legal research training exhibits a disconnect between investigative processes, legal practice, and social needs, which is reflected in low student motivation –20% initial disinterest in undergraduate programs–. This article proposes a pedagogical articulation between research and legal practice through a role-playing game, based on the experience at Universidad Santo Tomás in Bucaramanga (Colombia). Methodologically, it involved reviewing syllabi, diagnosing attitudes, identifying competencies, and implementing instruction. The results show a 50% reduction in disinterest and an increase in attitudes of curiosity toward research –an average of 40%–. It concludes that this articulation strengthens competencies and promotes contextualized, transformative legal training.
