Purpose: This study provided a comprehensive and longitudinal examination of the expansion and institutionalization of qualitative research methodologies within graduate theses in educational sciences in Türkiye, spanning the years 2000 to 2024. Metod: Utilizing a systematic analysis of the YÖKTEZ national theses database, the paper traced epistemological, methodological, and institutional shifts that have positioned qualitative inquiry as a central mode of knowledge production. Through a three-phase periodization and an in-depth account of research designs—including case study, phenomenology, grounded theory, ethnography, and action research—this study identified critical patterns, disruptions, and continuities. Findings: The findings revealed not only exponential growth in the adoption of qualitative methods but also evolving understandings of methodological rigor, theoretical grounding, and ethical engagement. Despite increasing recognition, qualitative research often encounters hurdles in publication due to traditional biases favoring quantitative methodologies. Implication: The discussion underscored the importance of fostering an academic environment that values and supports qualitative approaches. Thus, this article called for a paradigm-sensitive and epistemologically reflexive approach to graduate-level research, situating the trajectory of qualitative inquiry within the larger research trends and pedagogy of higher education in Türkiye.
Fatma Mızıkaçı (Fri,) studied this question.
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