This study analyzes the implementation of the Mirror Class Strategy as an innovative methodological approach to strengthen research skills in higher education students. Based on collaborative learning and active interaction, this strategy allows students to assume reflective and critical roles, encouraging the collective construction of knowledge. The methodology used was quantitative, through questionnaires. The results showed a significant increase in the development of skills such as problem formulation, critical analysis and information synthesis, with 85% of students showing improvements in these areas after the implementation of the strategy. In addition, participants highlighted the usefulness of the Mirror Class to integrate theory and practice, as well as to strengthen teamwork. The discussion highlights that this strategy is particularly effective in educational contexts where the aim is to foster autonomy and self-regulation in learning investigative processes. Finally, it is concluded that the Mirror Class not only improves investigative skills, but also promotes meaningful learning, becoming a versatile pedagogical tool applicable to various disciplines.