Supervision is central to doctoral education, particularly in the social sciences where students
must develop not only methodological competence but also a strong researcher identity. This study investigates
how innovative supervisory practices contribute to doctoral students’ academic development and professional socialization within an internationalized higher education environment. Methodology and Methods. Using a qualitative design, the research draws on interviews with doctoral students and institutional documents to explore the ways in which supervision operates as both a pedagogical and relational practice. Results. The findings show that beyond traditional academic guidance, supervisors fostered learning and identity formation through collaborative authorship, group-based supervision, reflexive mentoring, and adaptive approaches responsive to individual trajectories. These innovations reduced isolation, strengthened confidence, and facilitated integration into scholarly communities. The study concludes that innovative supervision enhances resilience and independence while preparing doctoral students to participate more fully in global academic life. Scientific Novelty. The study reconceptualizes supervision as a pedagogical and innovative practice in a non-Western context that shapes researcher identity in doctoral education. Practical Significance. It shows how innovative supervisory practices in a non-Western context foster researcher identity and offer universities strategies to make doctoral education more student-centered, inclusive, and internationally relevant.