Reflection on Teaching Qualitative Research

This semester, I felt truly fulfilled and proud to teach qualitative research to M.Phil and PhD students. For me, this was not just another teaching assignment—rather a personal and professional milestone in a long-standing journey. I have been one of the early advocates for introducing qualitative research in higher education in Pakistan, often emphasizing its significance in understanding complex human and social realities. Seeing it now gaining the space and recognition it deserves, and having the opportunity to guide graduate students through its philosophical foundations and methodological richness, has been deeply rewarding. Their curiosity, critical thinking, and openness to explore lived experiences and multiple realities reassured me that we are moving in the right direction. This experience has reaffirmed my commitment to fostering a research culture that values depth, context, and meaning—a culture where qualitative inquiry stands confidently alongside quantitative paradigms in shaping academic thought and practice in Pakistan.

Teaching qualitative research to M.Phil and PhD students showed a unique contrast in learner backgrounds and engagement. The M.Phil students largely came with only surface-level exposure to quantitative research and had limited understanding of research paradigms beyond positivism, which made it necessary to start with foundational concepts and carefully scaffold their learning into qualitative thinking. In contrast, most PhD students had prior experience conducting research, primarily using quantitative or mixed methods approaches. While they had stronger research design skills, their familiarity with qualitative traditions was limited, and many initially viewed qualitative research as less rigorous. Only a few had hands-on experience with purely qualitative studies. This required a shift in their epistemological perspective, encouraging them to critically reflect on assumptions of objectivity, validity, and generalizability. As a teacher, I had to differentiate my approach—building conceptual clarity for M.Phil students while challenging PhD students to unlearn and reframe entrenched methodological habits in a single framework.

Throughout the semester, I managed to engage the students in a collaborative learning environment and experience cooperative learning. Whether in group discussions, peer feedback on assignments, or joint analysis exercises, I witnessed a genuine spirit of inquiry and mutual respect that enriched the learning experience. Students brought diverse ethnic, academic and professional backgrounds, and this diversity became a strength as they listened to one another, questioned assumptions, and built collective understanding of qualitative research. We shared readings, videos and other resources then debated methodological choices, and helped each other navigate complex concepts such as reflexivity, trustworthiness, etc within constructive and interpretive paradigms. It was inspiring to see how collaboration not only deepened their critical thinking but also fostered a sense of academic community,

What made this teaching experience even more rewarding was witnessing how creatively and actively the students engaged with the course content in our online learning environment. They went beyond traditional academic tasks by making videos, designing digital presentations, and using multiple forms of media to lead classroom discussions. This multimodal approach not only demonstrated their grasp of qualitative concepts but also reflected their ability to communicate complex ideas in accessible, engaging ways. Their initiative in taking ownership of learning through diverse tools showed a strong sense of collaboration, innovation, and academic maturity. Despite the virtual setting, they created a vibrant and participatory learning space with peer-led sessions, critical reflection, and mutual support. It was a powerful reminder that meaningful learning can thrive in digital classrooms when students are trusted, empowered, and encouraged to express themselves creatively.