Reflective insights on navigating the research process in higher education during a health crisis

Purpose The purpose of this paper was to critically reflect on navigating higher education research during the first two years of the COVID-19 crisis, using an integrated framework of reflective models to sustain research integrity amidst disruption. Design/methodology/approach The research design entailed an autoethnographic approach applying Schön’s reflection-in-action, Elliott’s self-reflective spiral and King & Kitchener’s reflective judgment model to the author’s lived research journey, supported by reflexive journaling. Findings Some of the key challenges highlighted include university closures, fieldwork constraints, mental health issues and technology hurdles. Some of the adaptive strategies included methodological shifts, virtual collaboration, iterative writing and self-care. All of which were geared towards enabling continued productivity and resilience. Practical implications Provides researchers with structured reflective tools to adapt methodologies, manage remote collaboration and prioritize mental health during systemic disruption. Social implications The integrated reflective framework offers transferable insights for scholars navigating future crises. Plus, it advocates for a more compassionate, adaptable research culture that recognizes emotional and cognitive dimensions of scholarly work during crises. Originality/value Originality stems from the fact that it highlights applying a hybrid reflective framework (Schön, Elliott and King) to the research process itself during a health crisis, offering a methodical approach for sustaining academic integrity under extreme uncertainty.