Conference Agenda

Which challenges and problems is qualitative educational research facing nowadays in regard to the dual pressures of a growing anti-scientific discourse—including the proliferation of conspiracy theories—and the ascendancy of output-oriented, technologically driven educational policies? This symposium explores the contemporary relevance and future trajectory of qualitative methodologies within these shifting epistemological and policy landscapes in the context of international european research projects. It especially addresses the question of how knowledge production in qualitative research is capable of finding innovative and appropriate answers to pedagogical challenges in different educational fields.

The historical development of qualitative research can be traced through distinct phases, each marked by unique methodological and epistemological challenges. In its early years, the field was primarily concerned with establishing its legitimacy—demonstrating the suitability of qualitative approaches for generating subject-oriented theories and asserting an independent claim to knowledge production, distinct from grand sociological theories. Subsequent decades brought about significant methodological clarifications, elaborating specific forms of data collection both pragmatically and theoretically. This evolution led to the increasing canonization of qualitative methods in academic handbooks and university curricula, firmly establishing qualitative research as an integral component of international educational scholarship (Pant 2023).

Throughout this progression, qualitative research has consistently engaged in epistemological self-reflection, particularly regarding its relationship to quantitative research logics. This has included the development of mixed-methods approaches and the articulation of independent quality criteria (Creswell 2010). In recent years, the advent of new Information and Communication Technologies has introduced both challenges and opportunities, enabling innovative interview settings and opening up entirely new data sources, such as those found on social media platforms (Braun et al. 2017).

Despite the widespread acceptance of qualitative methods within the academic community, questions remain regarding their significance for addressing fundamental, profession- and field-specific problems. In educational research, alongside established forms of action research, there has been a notable rise in approaches that propose a “third way” between qualitative and quantitative paradigms—most notably, Design-Based Research (Lehrmann et al 2022). This approach aspires to conduct practice-relevant research and increasingly draws upon qualitative methodologies. However, qualitative research has argued way back to the Chicago School that the development of middle-range and grounded theories is especially capable of developing professional and local knowledge, which could guide decisions in socially framed and often paradoxical situations (Nunes/de Barros 2014: S. 10).

Thus, the symposium will critically discuss the positioning of qualitative research between educational practice — often grounded in technological knowledge concepts and claims of evidence-based legitimacy — and the growing trend toward practice-oriented educational research. Central to this discussion are methodological issues aimed at developing relevant and reliable findings for education systems, without defaulting to purely socio-technological or normative prescriptions. The symposium also interrogates the extent to which qualitative educational research, especially in times of multiple crises, must move beyond retrospective, reconstructive social inquiry to substantiate prospective, future-oriented statements.

Concrete research projects will be presented to illustrate how innovative methodological approaches can generate knowledge that is both professionally and practically relevant.

By foregrounding the future viability and innovation potential of qualitative research, this symposium contributes to ongoing debates about educational research’s capacity to respond to contemporary challenges. Through critical dialogue on methodology, theory, and practice, participants will explore how qualitative approaches can maintain scholarly rigor while enhancing their impact on educational improvement.