Learning post-qualitative inquiry among education researchers.
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| Title: | Learning post-qualitative inquiry among education researchers. |
|---|---|
| Authors: | Kairienė, Aida1 (AUTHOR) |
| Source: | Journal of Pedagogy / Pedagogický Casopis. Dec2025, Vol. 16 Issue 2, p56-85. 30p. |
| Subject Terms: | *Education research, *Learning, *Divergent thinking, *Qualitative research, *Research methodology, *Creative ability, Thematic analysis |
| Abstract: | Learning post-qualitative inquiry emerged as a new activity in education. The aim of this article is to reveal the learning peculiarities of post-qualitative inquiry among education researchers, adapting PRISMA 2020 (Page et al., 2021a, 2021b, 2021c), the main principles and thematic analysis (Braun & Clarke, 2006). The scientific articles were searched in EBSCO, Scopus, and Web of Science (WoS) databases. A total of 854 were found: 444 in the EBSCO database, 391 in the Scopus database, and 19 in the WoS database. Catchii, the systematic literature review screener, helped to implement PRISMA 2020 stages: identification, screening, eligibility, and inclusion, and depict the PRISMA flow diagram. 34 articles were suitable for in-depth analysis. Braun and Clarke's (2006) thematic analysis was used to disclose learning post-qualitative inquiry among education researchers. Maxqda 24 software helped to identify themes and subthemes. The analysis showed that education researchers learn post-qualitative inquiry: a) through nomadic rethinking, b) through reading and writing, c) through empirical learning (material-based learning, etc.), and d) through art (visual art and performative art). This research shows that learning post-qualitative inquiry involves unconventional learning activities that foster divergent thinking and provide learners with greater creativity and freedom. – In addition, this study is significant for education theory and practice as it reveals the learning of post-qualitative inquiry, which is a rare and sensitive methodological approach. The learning of post-qualitative inquiry enables changes in the understanding of research methodologies, curriculum design, and the professional development of education researchers. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Pedagogy / Pedagogický Casopis is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190828281 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Learning post-qualitative inquiry among education researchers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kairienė%2C+Aida%22">Kairienė, Aida</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Pedagogy+%2F+Pedagogický+Casopis%22">Journal of Pedagogy / Pedagogický Casopis</searchLink>. Dec2025, Vol. 16 Issue 2, p56-85. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Divergent+thinking%22">Divergent thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+ability%22">Creative ability</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Learning post-qualitative inquiry emerged as a new activity in education. The aim of this article is to reveal the learning peculiarities of post-qualitative inquiry among education researchers, adapting PRISMA 2020 (Page et al., 2021a, 2021b, 2021c), the main principles and thematic analysis (Braun & Clarke, 2006). The scientific articles were searched in EBSCO, Scopus, and Web of Science (WoS) databases. A total of 854 were found: 444 in the EBSCO database, 391 in the Scopus database, and 19 in the WoS database. Catchii, the systematic literature review screener, helped to implement PRISMA 2020 stages: identification, screening, eligibility, and inclusion, and depict the PRISMA flow diagram. 34 articles were suitable for in-depth analysis. Braun and Clarke's (2006) thematic analysis was used to disclose learning post-qualitative inquiry among education researchers. Maxqda 24 software helped to identify themes and subthemes. The analysis showed that education researchers learn post-qualitative inquiry: a) through nomadic rethinking, b) through reading and writing, c) through empirical learning (material-based learning, etc.), and d) through art (visual art and performative art). This research shows that learning post-qualitative inquiry involves unconventional learning activities that foster divergent thinking and provide learners with greater creativity and freedom. – In addition, this study is significant for education theory and practice as it reveals the learning of post-qualitative inquiry, which is a rare and sensitive methodological approach. The learning of post-qualitative inquiry enables changes in the understanding of research methodologies, curriculum design, and the professional development of education researchers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Pedagogy / Pedagogický Casopis is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190828281 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.2478/jped-2025-0007 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 56 Subjects: – SubjectFull: Education research Type: general – SubjectFull: Learning Type: general – SubjectFull: Divergent thinking Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Creative ability Type: general – SubjectFull: Thematic analysis Type: general Titles: – TitleFull: Learning post-qualitative inquiry among education researchers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kairienė, Aida IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13381563 Numbering: – Type: volume Value: 16 – Type: issue Value: 2 Titles: – TitleFull: Journal of Pedagogy / Pedagogický Casopis Type: main |
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