Epistemological and Methodological Foundations of the Mixed Research Approach in Pedagogy

Abstract

The mixed-methods approach in educational research enables a comprehensive understanding of pedagogical phenomena by integrating both quantitative and qualitative dimensions of knowledge. This study emphasizes that methodological choices are not mere technical steps but a reflection of epistemological assumptions about the nature of knowledge and educational reality. Pragmatism, dialectics, and the transformative-emancipatory framework provide philosophical and epistemological flexibility, facilitating dialogue between contrasting perspectives while ensuring validity, credibility, and theoretical coherence. The mixed-methods approach allows for simultaneous breadth and depth of knowledge: quantitative data provide generalizability and predictability, whereas qualitative data offer insight into context, meanings, and participants’ experiences in educational processes. Design flexibility, differentiated sampling, and data integration strategies make the research process both reflective and adaptive. At the same time, the challenges of combining paradigms and reconciling dissonant findings require the researcher to explicitly articulate their epistemological stance. This study contributes to the theoretical and methodological understanding of the mixed-methods approach, highlighting its role in overcoming the limitations of single-method research and advancing educational practice. Thus, the mixed-methods approach emerges as a strategic tool for integrating scientific rigor with creative, dialectical insight into educational reality.