example of qualitative research title about ict

• Privacy Policy

Home » 500+ Qualitative Research Titles and Topics

500+ Qualitative Research Titles and Topics

Table of Contents

Qualitative research is a methodological approach that involves gathering and analyzing non-numerical data to understand and interpret social phenomena. Unlike quantitative research , which emphasizes the collection of numerical data through surveys and experiments, qualitative research is concerned with exploring the subjective experiences, perspectives, and meanings of individuals and groups. As such, qualitative research topics can be diverse and encompass a wide range of social issues and phenomena. From exploring the impact of culture on identity formation to examining the experiences of marginalized communities, qualitative research offers a rich and nuanced perspective on complex social issues. In this post, we will explore some of the most compelling qualitative research topics and provide some tips on how to conduct effective qualitative research.

Qualitative Research Titles

Qualitative research titles often reflect the study’s focus on understanding the depth and complexity of human behavior, experiences, or social phenomena. Here are some examples across various fields:

• “Understanding the Impact of Project-Based Learning on Student Engagement in High School Classrooms: A Qualitative Study”
• “Navigating the Transition: Experiences of International Students in American Universities”
• “The Role of Parental Involvement in Early Childhood Education: Perspectives from Teachers and Parents”
• “Exploring the Effects of Teacher Feedback on Student Motivation and Self-Efficacy in Middle Schools”
• “Digital Literacy in the Classroom: Teacher Strategies for Integrating Technology in Elementary Education”
• “Culturally Responsive Teaching Practices: A Case Study in Diverse Urban Schools”
• “The Influence of Extracurricular Activities on Academic Achievement: Student Perspectives”
• “Barriers to Implementing Inclusive Education in Public Schools: A Qualitative Inquiry”
• “Teacher Professional Development and Its Impact on Classroom Practice: A Qualitative Exploration”
• “Student-Centered Learning Environments: A Qualitative Study of Classroom Dynamics and Outcomes”
• “The Experience of First-Year Teachers: Challenges, Support Systems, and Professional Growth”
• “Exploring the Role of School Leadership in Fostering a Positive School Culture”
• “Peer Relationships and Learning Outcomes in Cooperative Learning Settings: A Qualitative Analysis”
• “The Impact of Social Media on Student Learning and Engagement: Teacher and Student Perspectives”
• “Understanding Special Education Needs: Parent and Teacher Perceptions of Support Services in Schools

Health Science

• “Living with Chronic Pain: Patient Narratives and Coping Strategies in Managing Daily Life”
• “Healthcare Professionals’ Perspectives on the Challenges of Rural Healthcare Delivery”
• “Exploring the Mental Health Impacts of COVID-19 on Frontline Healthcare Workers: A Qualitative Study”
• “Patient and Family Experiences of Palliative Care: Understanding Needs and Preferences”
• “The Role of Community Health Workers in Improving Access to Maternal Healthcare in Rural Areas”
• “Barriers to Mental Health Services Among Ethnic Minorities: A Qualitative Exploration”
• “Understanding Patient Satisfaction in Telemedicine Services: A Qualitative Study of User Experiences”
• “The Impact of Cultural Competence Training on Healthcare Provider-Patient Communication”
• “Navigating the Transition to Adult Healthcare Services: Experiences of Adolescents with Chronic Conditions”
• “Exploring the Use of Alternative Medicine Among Patients with Chronic Diseases: A Qualitative Inquiry”
• “The Role of Social Support in the Rehabilitation Process of Stroke Survivors”
• “Healthcare Decision-Making Among Elderly Patients: A Qualitative Study of Preferences and Influences”
• “Nurse Perceptions of Patient Safety Culture in Hospital Settings: A Qualitative Analysis”
• “Experiences of Women with Postpartum Depression: Barriers to Seeking Help”
• “The Impact of Nutrition Education on Eating Behaviors Among College Students: A Qualitative Approach”
• “Understanding Resilience in Survivors of Childhood Trauma: A Narrative Inquiry”
• “The Role of Mindfulness in Managing Work-Related Stress Among Corporate Employees: A Qualitative Study”
• “Coping Mechanisms Among Parents of Children with Autism Spectrum Disorder”
• “Exploring the Psychological Impact of Social Isolation in the Elderly: A Phenomenological Study”
• “Identity Formation in Adolescence: The Influence of Social Media and Peer Groups”
• “The Experience of Forgiveness in Interpersonal Relationships: A Qualitative Exploration”
• “Perceptions of Happiness and Well-Being Among University Students: A Cultural Perspective”
• “The Impact of Art Therapy on Anxiety and Depression in Adult Cancer Patients”
• “Narratives of Recovery: A Qualitative Study on the Journey Through Addiction Rehabilitation”
• “Exploring the Psychological Effects of Long-Term Unemployment: A Grounded Theory Approach”
• “Attachment Styles and Their Influence on Adult Romantic Relationships: A Qualitative Analysis”
• “The Role of Personal Values in Career Decision-Making Among Young Adults”
• “Understanding the Stigma of Mental Illness in Rural Communities: A Qualitative Inquiry”
• “Exploring the Use of Digital Mental Health Interventions Among Adolescents: A Qualitative Study”
• “The Psychological Impact of Climate Change on Young Adults: An Exploration of Anxiety and Action”
• “Navigating Identity: The Role of Social Media in Shaping Youth Culture and Self-Perception”
• “Community Resilience in the Face of Urban Gentrification: A Case Study of Neighborhood Change”
• “The Dynamics of Intergenerational Relationships in Immigrant Families: A Qualitative Analysis”
• “Social Capital and Economic Mobility in Low-Income Neighborhoods: An Ethnographic Approach”
• “Gender Roles and Career Aspirations Among Young Adults in Conservative Societies”
• “The Stigma of Mental Health in the Workplace: Employee Narratives and Organizational Culture”
• “Exploring the Intersection of Race, Class, and Education in Urban School Systems”
• “The Impact of Digital Divide on Access to Healthcare Information in Rural Communities”
• “Social Movements and Political Engagement Among Millennials: A Qualitative Study”
• “Cultural Adaptation and Identity Among Second-Generation Immigrants: A Phenomenological Inquiry”
• “The Role of Religious Institutions in Providing Community Support and Social Services”
• “Negotiating Public Space: Experiences of LGBTQ+ Individuals in Urban Environments”
• “The Sociology of Food: Exploring Eating Habits and Food Practices Across Cultures”
• “Work-Life Balance Challenges Among Dual-Career Couples: A Qualitative Exploration”
• “The Influence of Peer Networks on Substance Use Among Adolescents: A Community Study”

Business and Management

• “Navigating Organizational Change: Employee Perceptions and Adaptation Strategies in Mergers and Acquisitions”
• “Corporate Social Responsibility: Consumer Perceptions and Brand Loyalty in the Retail Sector”
• “Leadership Styles and Organizational Culture: A Comparative Study of Tech Startups”
• “Workplace Diversity and Inclusion: Best Practices and Challenges in Multinational Corporations”
• “Consumer Trust in E-commerce: A Qualitative Study of Online Shopping Behaviors”
• “The Gig Economy and Worker Satisfaction: Exploring the Experiences of Freelance Professionals”
• “Entrepreneurial Resilience: Success Stories and Lessons Learned from Failed Startups”
• “Employee Engagement and Productivity in Remote Work Settings: A Post-Pandemic Analysis”
• “Brand Storytelling: How Narrative Strategies Influence Consumer Engagement”
• “Sustainable Business Practices: Stakeholder Perspectives in the Fashion Industry”
• “Cross-Cultural Communication Challenges in Global Teams: Strategies for Effective Collaboration”
• “Innovative Workspaces: The Impact of Office Design on Creativity and Collaboration”
• “Consumer Perceptions of Artificial Intelligence in Customer Service: A Qualitative Exploration”
• “The Role of Mentoring in Career Development: Insights from Women in Leadership Positions”
• “Agile Management Practices: Adoption and Impact in Traditional Industries”

Environmental Studies

• “Community-Based Conservation Efforts in Tropical Rainforests: A Qualitative Study of Local Perspectives and Practices”
• “Urban Sustainability Initiatives: Exploring Resident Participation and Impact in Green City Projects”
• “Perceptions of Climate Change Among Indigenous Populations: Insights from Traditional Ecological Knowledge”
• “Environmental Justice and Industrial Pollution: A Case Study of Community Advocacy and Response”
• “The Role of Eco-Tourism in Promoting Conservation Awareness: Perspectives from Tour Operators and Visitors”
• “Sustainable Agriculture Practices Among Smallholder Farmers: Challenges and Opportunities”
• “Youth Engagement in Climate Action Movements: Motivations, Perceptions, and Outcomes”
• “Corporate Environmental Responsibility: A Qualitative Analysis of Stakeholder Expectations and Company Practices”
• “The Impact of Plastic Pollution on Marine Ecosystems: Community Awareness and Behavioral Change”
• “Renewable Energy Adoption in Rural Communities: Barriers, Facilitators, and Social Implications”
• “Water Scarcity and Community Adaptation Strategies in Arid Regions: A Grounded Theory Approach”
• “Urban Green Spaces: Public Perceptions and Use Patterns in Megacities”
• “Environmental Education in Schools: Teachers’ Perspectives on Integrating Sustainability into Curricula”
• “The Influence of Environmental Activism on Policy Change: Case Studies of Grassroots Campaigns”
• “Cultural Practices and Natural Resource Management: A Qualitative Study of Indigenous Stewardship Models”

Anthropology

• “Kinship and Social Organization in Matrilineal Societies: An Ethnographic Study”
• “Rituals and Beliefs Surrounding Death and Mourning in Diverse Cultures: A Comparative Analysis”
• “The Impact of Globalization on Indigenous Languages and Cultural Identity”
• “Food Sovereignty and Traditional Agricultural Practices Among Indigenous Communities”
• “Navigating Modernity: The Integration of Traditional Healing Practices in Contemporary Healthcare Systems”
• “Gender Roles and Equality in Hunter-Gatherer Societies: An Anthropological Perspective”
• “Sacred Spaces and Religious Practices: An Ethnographic Study of Pilgrimage Sites”
• “Youth Subcultures and Resistance: An Exploration of Identity and Expression in Urban Environments”
• “Cultural Constructions of Disability and Inclusion: A Cross-Cultural Analysis”
• “Interethnic Marriages and Cultural Syncretism: Case Studies from Multicultural Societies”
• “The Role of Folklore and Storytelling in Preserving Cultural Heritage”
• “Economic Anthropology of Gift-Giving and Reciprocity in Tribal Communities”
• “Digital Anthropology: The Role of Social Media in Shaping Political Movements”
• “Migration and Diaspora: Maintaining Cultural Identity in Transnational Communities”
• “Cultural Adaptations to Climate Change Among Coastal Fishing Communities”

Communication Studies

• “The Dynamics of Family Communication in the Digital Age: A Qualitative Inquiry”
• “Narratives of Identity and Belonging in Diaspora Communities Through Social Media”
• “Organizational Communication and Employee Engagement: A Case Study in the Non-Profit Sector”
• “Cultural Influences on Communication Styles in Multinational Teams: An Ethnographic Approach”
• “Media Representation of Women in Politics: A Content Analysis and Audience Perception Study”
• “The Role of Communication in Building Sustainable Community Development Projects”
• “Interpersonal Communication in Online Dating: Strategies, Challenges, and Outcomes”
• “Public Health Messaging During Pandemics: A Qualitative Study of Community Responses”
• “The Impact of Mobile Technology on Parent-Child Communication in the Digital Era”
• “Crisis Communication Strategies in the Hospitality Industry: A Case Study of Reputation Management”
• “Narrative Analysis of Personal Stories Shared on Mental Health Blogs”
• “The Influence of Podcasts on Political Engagement Among Young Adults”
• “Visual Communication and Brand Identity: A Qualitative Study of Consumer Interpretations”
• “Communication Barriers in Cross-Cultural Healthcare Settings: Patient and Provider Perspectives”
• “The Role of Internal Communication in Managing Organizational Change: Employee Experiences”

Information Technology

• “User Experience Design in Augmented Reality Applications: A Qualitative Study of Best Practices”
• “The Human Factor in Cybersecurity: Understanding Employee Behaviors and Attitudes Towards Phishing”
• “Adoption of Cloud Computing in Small and Medium Enterprises: Challenges and Success Factors”
• “Blockchain Technology in Supply Chain Management: A Qualitative Exploration of Potential Impacts”
• “The Role of Artificial Intelligence in Personalizing User Experiences on E-commerce Platforms”
• “Digital Transformation in Traditional Industries: A Case Study of Technology Adoption Challenges”
• “Ethical Considerations in the Development of Smart Home Technologies: A Stakeholder Analysis”
• “The Impact of Social Media Algorithms on News Consumption and Public Opinion”
• “Collaborative Software Development: Practices and Challenges in Open Source Projects”
• “Understanding the Digital Divide: Access to Information Technology in Rural Communities”
• “Data Privacy Concerns and User Trust in Internet of Things (IoT) Devices”
• “The Effectiveness of Gamification in Educational Software: A Qualitative Study of Engagement and Motivation”
• “Virtual Teams and Remote Work: Communication Strategies and Tools for Effectiveness”
• “User-Centered Design in Mobile Health Applications: Evaluating Usability and Accessibility”
• “The Influence of Technology on Work-Life Balance: Perspectives from IT Professionals”

Tourism and Hospitality

• “Exploring the Authenticity of Cultural Heritage Tourism in Indigenous Communities”
• “Sustainable Tourism Practices: Perceptions and Implementations in Small Island Destinations”
• “The Impact of Social Media Influencers on Destination Choice Among Millennials”
• “Gastronomy Tourism: Exploring the Culinary Experiences of International Visitors in Rural Regions”
• “Eco-Tourism and Conservation: Stakeholder Perspectives on Balancing Tourism and Environmental Protection”
• “The Role of Hospitality in Enhancing the Cultural Exchange Experience of Exchange Students”
• “Dark Tourism: Visitor Motivations and Experiences at Historical Conflict Sites”
• “Customer Satisfaction in Luxury Hotels: A Qualitative Study of Service Excellence and Personalization”
• “Adventure Tourism: Understanding the Risk Perception and Safety Measures Among Thrill-Seekers”
• “The Influence of Local Communities on Tourist Experiences in Ecotourism Sites”
• “Event Tourism: Economic Impacts and Community Perspectives on Large-Scale Music Festivals”
• “Heritage Tourism and Identity: Exploring the Connections Between Historic Sites and National Identity”
• “Tourist Perceptions of Sustainable Accommodation Practices: A Study of Green Hotels”
• “The Role of Language in Shaping the Tourist Experience in Multilingual Destinations”
• “Health and Wellness Tourism: Motivations and Experiences of Visitors to Spa and Retreat Centers”

Qualitative Research Topics

Qualitative Research Topics are as follows:

• Understanding the lived experiences of first-generation college students
• Exploring the impact of social media on self-esteem among adolescents
• Investigating the effects of mindfulness meditation on stress reduction
• Analyzing the perceptions of employees regarding organizational culture
• Examining the impact of parental involvement on academic achievement of elementary school students
• Investigating the role of music therapy in managing symptoms of depression
• Understanding the experience of women in male-dominated industries
• Exploring the factors that contribute to successful leadership in non-profit organizations
• Analyzing the effects of peer pressure on substance abuse among adolescents
• Investigating the experiences of individuals with disabilities in the workplace
• Understanding the factors that contribute to burnout among healthcare professionals
• Examining the impact of social support on mental health outcomes
• Analyzing the perceptions of parents regarding sex education in schools
• Investigating the experiences of immigrant families in the education system
• Understanding the impact of trauma on mental health outcomes
• Exploring the effectiveness of animal-assisted therapy for individuals with anxiety
• Analyzing the factors that contribute to successful intergenerational relationships
• Investigating the experiences of LGBTQ+ individuals in the workplace
• Understanding the impact of online gaming on social skills development among adolescents
• Examining the perceptions of teachers regarding technology integration in the classroom
• Analyzing the experiences of women in leadership positions
• Investigating the factors that contribute to successful marriage and long-term relationships
• Understanding the impact of social media on political participation
• Exploring the experiences of individuals with mental health disorders in the criminal justice system
• Analyzing the factors that contribute to successful community-based programs for youth development
• Investigating the experiences of veterans in accessing mental health services
• Understanding the impact of the COVID-19 pandemic on mental health outcomes
• Examining the perceptions of parents regarding childhood obesity prevention
• Analyzing the factors that contribute to successful multicultural education programs
• Investigating the experiences of individuals with chronic illnesses in the workplace
• Understanding the impact of poverty on academic achievement
• Exploring the experiences of individuals with autism spectrum disorder in the workplace
• Analyzing the factors that contribute to successful employee retention strategies
• Investigating the experiences of caregivers of individuals with Alzheimer’s disease
• Understanding the impact of parent-child communication on adolescent sexual behavior
• Examining the perceptions of college students regarding mental health services on campus
• Analyzing the factors that contribute to successful team building in the workplace
• Investigating the experiences of individuals with eating disorders in treatment programs
• Understanding the impact of mentorship on career success
• Exploring the experiences of individuals with physical disabilities in the workplace
• Analyzing the factors that contribute to successful community-based programs for mental health
• Investigating the experiences of individuals with substance use disorders in treatment programs
• Understanding the impact of social media on romantic relationships
• Examining the perceptions of parents regarding child discipline strategies
• Analyzing the factors that contribute to successful cross-cultural communication in the workplace
• Investigating the experiences of individuals with anxiety disorders in treatment programs
• Understanding the impact of cultural differences on healthcare delivery
• Exploring the experiences of individuals with hearing loss in the workplace
• Analyzing the factors that contribute to successful parent-teacher communication
• Investigating the experiences of individuals with depression in treatment programs
• Understanding the impact of childhood trauma on adult mental health outcomes
• Examining the perceptions of college students regarding alcohol and drug use on campus
• Analyzing the factors that contribute to successful mentor-mentee relationships
• Investigating the experiences of individuals with intellectual disabilities in the workplace
• Understanding the impact of work-family balance on employee satisfaction and well-being
• Exploring the experiences of individuals with autism spectrum disorder in vocational rehabilitation programs
• Analyzing the factors that contribute to successful project management in the construction industry
• Investigating the experiences of individuals with substance use disorders in peer support groups
• Understanding the impact of mindfulness meditation on stress reduction and mental health
• Examining the perceptions of parents regarding childhood nutrition
• Analyzing the factors that contribute to successful environmental sustainability initiatives in organizations
• Investigating the experiences of individuals with bipolar disorder in treatment programs
• Understanding the impact of job stress on employee burnout and turnover
• Exploring the experiences of individuals with physical disabilities in recreational activities
• Analyzing the factors that contribute to successful strategic planning in nonprofit organizations
• Investigating the experiences of individuals with hoarding disorder in treatment programs
• Understanding the impact of culture on leadership styles and effectiveness
• Examining the perceptions of college students regarding sexual health education on campus
• Analyzing the factors that contribute to successful supply chain management in the retail industry
• Investigating the experiences of individuals with personality disorders in treatment programs
• Understanding the impact of multiculturalism on group dynamics in the workplace
• Exploring the experiences of individuals with chronic pain in mindfulness-based pain management programs
• Analyzing the factors that contribute to successful employee engagement strategies in organizations
• Investigating the experiences of individuals with internet addiction disorder in treatment programs
• Understanding the impact of social comparison on body dissatisfaction and self-esteem
• Examining the perceptions of parents regarding childhood sleep habits
• Analyzing the factors that contribute to successful diversity and inclusion initiatives in organizations
• Investigating the experiences of individuals with schizophrenia in treatment programs
• Understanding the impact of job crafting on employee motivation and job satisfaction
• Exploring the experiences of individuals with vision impairments in navigating public spaces
• Analyzing the factors that contribute to successful customer relationship management strategies in the service industry
• Investigating the experiences of individuals with dissociative amnesia in treatment programs
• Understanding the impact of cultural intelligence on intercultural communication and collaboration
• Examining the perceptions of college students regarding campus diversity and inclusion efforts
• Analyzing the factors that contribute to successful supply chain sustainability initiatives in organizations
• Investigating the experiences of individuals with obsessive-compulsive disorder in treatment programs
• Understanding the impact of transformational leadership on organizational performance and employee well-being
• Exploring the experiences of individuals with mobility impairments in public transportation
• Analyzing the factors that contribute to successful talent management strategies in organizations
• Investigating the experiences of individuals with substance use disorders in harm reduction programs
• Understanding the impact of gratitude practices on well-being and resilience
• Examining the perceptions of parents regarding childhood mental health and well-being
• Analyzing the factors that contribute to successful corporate social responsibility initiatives in organizations
• Investigating the experiences of individuals with borderline personality disorder in treatment programs
• Understanding the impact of emotional labor on job stress and burnout
• Exploring the experiences of individuals with hearing impairments in healthcare settings
• Analyzing the factors that contribute to successful customer experience strategies in the hospitality industry
• Investigating the experiences of individuals with gender dysphoria in gender-affirming healthcare
• Understanding the impact of cultural differences on cross-cultural negotiation in the global marketplace
• Examining the perceptions of college students regarding academic stress and mental health
• Analyzing the factors that contribute to successful supply chain agility in organizations
• Understanding the impact of music therapy on mental health and well-being
• Exploring the experiences of individuals with dyslexia in educational settings
• Analyzing the factors that contribute to successful leadership in nonprofit organizations
• Investigating the experiences of individuals with chronic illnesses in online support groups
• Understanding the impact of exercise on mental health and well-being
• Examining the perceptions of parents regarding childhood screen time
• Analyzing the factors that contribute to successful change management strategies in organizations
• Understanding the impact of cultural differences on international business negotiations
• Exploring the experiences of individuals with hearing impairments in the workplace
• Analyzing the factors that contribute to successful team building in corporate settings
• Understanding the impact of technology on communication in romantic relationships
• Analyzing the factors that contribute to successful community engagement strategies for local governments
• Investigating the experiences of individuals with attention deficit hyperactivity disorder (ADHD) in treatment programs
• Understanding the impact of financial stress on mental health and well-being
• Analyzing the factors that contribute to successful mentorship programs in organizations
• Investigating the experiences of individuals with gambling addictions in treatment programs
• Understanding the impact of social media on body image and self-esteem
• Examining the perceptions of parents regarding childhood education
• Analyzing the factors that contribute to successful virtual team management strategies
• Investigating the experiences of individuals with dissociative identity disorder in treatment programs
• Understanding the impact of cultural differences on cross-cultural communication in healthcare settings
• Exploring the experiences of individuals with chronic pain in cognitive-behavioral therapy programs
• Analyzing the factors that contribute to successful community-building strategies in urban neighborhoods
• Investigating the experiences of individuals with alcohol use disorders in treatment programs
• Understanding the impact of personality traits on romantic relationships
• Examining the perceptions of college students regarding mental health stigma on campus
• Analyzing the factors that contribute to successful fundraising strategies for political campaigns
• Investigating the experiences of individuals with traumatic brain injuries in rehabilitation programs
• Understanding the impact of social support on mental health and well-being among the elderly
• Exploring the experiences of individuals with chronic illnesses in medical treatment decision-making processes
• Analyzing the factors that contribute to successful innovation strategies in organizations
• Investigating the experiences of individuals with dissociative disorders in treatment programs
• Understanding the impact of cultural differences on cross-cultural communication in education settings
• Examining the perceptions of parents regarding childhood physical activity
• Analyzing the factors that contribute to successful conflict resolution in family relationships
• Investigating the experiences of individuals with opioid use disorders in treatment programs
• Understanding the impact of emotional intelligence on leadership effectiveness
• Exploring the experiences of individuals with learning disabilities in the workplace
• Analyzing the factors that contribute to successful change management in educational institutions
• Investigating the experiences of individuals with eating disorders in recovery support groups
• Understanding the impact of self-compassion on mental health and well-being
• Examining the perceptions of college students regarding campus safety and security measures
• Analyzing the factors that contribute to successful marketing strategies for nonprofit organizations
• Investigating the experiences of individuals with postpartum depression in treatment programs
• Understanding the impact of ageism in the workplace
• Exploring the experiences of individuals with dyslexia in the education system
• Investigating the experiences of individuals with anxiety disorders in cognitive-behavioral therapy programs
• Understanding the impact of socioeconomic status on access to healthcare
• Examining the perceptions of parents regarding childhood screen time usage
• Analyzing the factors that contribute to successful supply chain management strategies
• Understanding the impact of parenting styles on child development
• Exploring the experiences of individuals with addiction in harm reduction programs
• Analyzing the factors that contribute to successful crisis management strategies in organizations
• Investigating the experiences of individuals with trauma in trauma-focused therapy programs
• Examining the perceptions of healthcare providers regarding patient-centered care
• Analyzing the factors that contribute to successful product development strategies
• Investigating the experiences of individuals with autism spectrum disorder in employment programs
• Understanding the impact of cultural competence on healthcare outcomes
• Exploring the experiences of individuals with chronic illnesses in healthcare navigation
• Analyzing the factors that contribute to successful community engagement strategies for non-profit organizations
• Investigating the experiences of individuals with physical disabilities in the workplace
• Understanding the impact of childhood trauma on adult mental health
• Analyzing the factors that contribute to successful supply chain sustainability strategies
• Investigating the experiences of individuals with personality disorders in dialectical behavior therapy programs
• Understanding the impact of gender identity on mental health treatment seeking behaviors
• Exploring the experiences of individuals with schizophrenia in community-based treatment programs
• Analyzing the factors that contribute to successful project team management strategies
• Investigating the experiences of individuals with obsessive-compulsive disorder in exposure and response prevention therapy programs
• Understanding the impact of cultural competence on academic achievement and success
• Examining the perceptions of college students regarding academic integrity
• Analyzing the factors that contribute to successful social media marketing strategies
• Investigating the experiences of individuals with bipolar disorder in community-based treatment programs
• Understanding the impact of mindfulness on academic achievement and success
• Exploring the experiences of individuals with substance use disorders in medication-assisted treatment programs
• Investigating the experiences of individuals with anxiety disorders in exposure therapy programs
• Understanding the impact of healthcare disparities on health outcomes
• Analyzing the factors that contribute to successful supply chain optimization strategies
• Investigating the experiences of individuals with borderline personality disorder in schema therapy programs
• Understanding the impact of culture on perceptions of mental health stigma
• Exploring the experiences of individuals with trauma in art therapy programs
• Analyzing the factors that contribute to successful digital marketing strategies
• Investigating the experiences of individuals with eating disorders in online support groups
• Understanding the impact of workplace bullying on job satisfaction and performance
• Examining the perceptions of college students regarding mental health resources on campus
• Analyzing the factors that contribute to successful supply chain risk management strategies
• Investigating the experiences of individuals with chronic pain in mindfulness-based pain management programs
• Understanding the impact of cognitive-behavioral therapy on social anxiety disorder
• Understanding the impact of COVID-19 on mental health and well-being
• Exploring the experiences of individuals with eating disorders in treatment programs
• Analyzing the factors that contribute to successful leadership in business organizations
• Investigating the experiences of individuals with chronic pain in cognitive-behavioral therapy programs
• Understanding the impact of cultural differences on intercultural communication
• Examining the perceptions of teachers regarding inclusive education for students with disabilities
• Investigating the experiences of individuals with depression in therapy programs
• Understanding the impact of workplace culture on employee retention and turnover
• Exploring the experiences of individuals with traumatic brain injuries in rehabilitation programs
• Analyzing the factors that contribute to successful crisis communication strategies in organizations
• Investigating the experiences of individuals with anxiety disorders in mindfulness-based interventions
• Investigating the experiences of individuals with chronic illnesses in healthcare settings
• Understanding the impact of technology on work-life balance
• Exploring the experiences of individuals with learning disabilities in academic settings
• Analyzing the factors that contribute to successful entrepreneurship in small businesses
• Understanding the impact of gender identity on mental health and well-being
• Examining the perceptions of individuals with disabilities regarding accessibility in public spaces
• Understanding the impact of religion on coping strategies for stress and anxiety
• Exploring the experiences of individuals with chronic illnesses in complementary and alternative medicine treatments
• Analyzing the factors that contribute to successful customer retention strategies in business organizations
• Investigating the experiences of individuals with postpartum depression in therapy programs
• Understanding the impact of ageism on older adults in healthcare settings
• Examining the perceptions of students regarding online learning during the COVID-19 pandemic
• Analyzing the factors that contribute to successful team building in virtual work environments
• Investigating the experiences of individuals with gambling disorders in treatment programs
• Exploring the experiences of individuals with chronic illnesses in peer support groups
• Analyzing the factors that contribute to successful social media marketing strategies for businesses
• Investigating the experiences of individuals with ADHD in treatment programs
• Understanding the impact of sleep on cognitive and emotional functioning
• Examining the perceptions of individuals with chronic illnesses regarding healthcare access and affordability
• Investigating the experiences of individuals with borderline personality disorder in dialectical behavior therapy programs
• Understanding the impact of social support on caregiver well-being
• Exploring the experiences of individuals with chronic illnesses in disability activism
• Analyzing the factors that contribute to successful cultural competency training programs in healthcare settings
• Understanding the impact of personality disorders on interpersonal relationships
• Examining the perceptions of healthcare providers regarding the use of telehealth services
• Investigating the experiences of individuals with dissociative disorders in therapy programs
• Understanding the impact of gender bias in hiring practices
• Exploring the experiences of individuals with visual impairments in the workplace
• Analyzing the factors that contribute to successful diversity and inclusion programs in the workplace
• Understanding the impact of online dating on romantic relationships
• Examining the perceptions of parents regarding childhood vaccination
• Analyzing the factors that contribute to successful communication in healthcare settings
• Understanding the impact of cultural stereotypes on academic achievement
• Exploring the experiences of individuals with substance use disorders in sober living programs
• Analyzing the factors that contribute to successful classroom management strategies
• Understanding the impact of social support on addiction recovery
• Examining the perceptions of college students regarding mental health stigma
• Analyzing the factors that contribute to successful conflict resolution in the workplace
• Understanding the impact of race and ethnicity on healthcare access and outcomes
• Exploring the experiences of individuals with post-traumatic stress disorder in treatment programs
• Analyzing the factors that contribute to successful project management strategies
• Understanding the impact of teacher-student relationships on academic achievement
• Analyzing the factors that contribute to successful customer service strategies
• Investigating the experiences of individuals with social anxiety disorder in treatment programs
• Understanding the impact of workplace stress on job satisfaction and performance
• Exploring the experiences of individuals with disabilities in sports and recreation
• Analyzing the factors that contribute to successful marketing strategies for small businesses
• Investigating the experiences of individuals with phobias in treatment programs
• Understanding the impact of culture on attitudes towards mental health and illness
• Examining the perceptions of college students regarding sexual assault prevention
• Analyzing the factors that contribute to successful time management strategies
• Investigating the experiences of individuals with addiction in recovery support groups
• Understanding the impact of mindfulness on emotional regulation and well-being
• Exploring the experiences of individuals with chronic pain in treatment programs
• Analyzing the factors that contribute to successful conflict resolution in romantic relationships
• Investigating the experiences of individuals with autism spectrum disorder in social skills training programs
• Understanding the impact of parent-child communication on adolescent substance use
• Examining the perceptions of parents regarding childhood mental health services
• Analyzing the factors that contribute to successful fundraising strategies for non-profit organizations
• Investigating the experiences of individuals with chronic illnesses in support groups
• Understanding the impact of personality traits on career success and satisfaction
• Exploring the experiences of individuals with disabilities in accessing public transportation
• Analyzing the factors that contribute to successful team building in sports teams
• Investigating the experiences of individuals with chronic pain in alternative medicine treatments
• Understanding the impact of stigma on mental health treatment seeking behaviors
• Examining the perceptions of college students regarding diversity and inclusion on campus.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

500+ Medical Research Topic Ideas

300+ Social Media Research Topics

500+ Climate Change Research Topics

1100+ Research Paper Topics

500+ Computer Science Research Topics

300+ Chemistry Research Topics

Information

• Author Services

Initiatives

You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .

Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

Original Submission Date Received: .

• Active Journals
• Find a Journal
• Proceedings Series
• For Authors
• For Reviewers
• For Editors
• For Librarians
• For Publishers
• For Societies
• For Conference Organizers
• Open Access Policy
• Institutional Open Access Program
• Special Issues Guidelines
• Editorial Process
• Research and Publication Ethics
• Article Processing Charges
• Testimonials
• Preprints.org
• SciProfiles
• Encyclopedia

Article Menu

• Subscribe SciFeed
• Recommended Articles
• Google Scholar
• on Google Scholar
• Table of Contents

Find support for a specific problem in the support section of our website.

Please let us know what you think of our products and services.

Visit our dedicated information section to learn more about MDPI.

JSmol Viewer

Teacher perceptions about ict integration into classroom instruction.

1. Introduction

2. background, 2.1. defining teacher perceptions, 2.2. teacher perceptions on integrating technology, 3. purpose of the study, 4. research method, 4.1. meta-ethnography as a review method, 4.2. procedure of review, 4.2.1. starting as the first step, 4.2.2. determine what is pertinent to the initial research interest and find the pertinent research, 4.2.3. evaluation of quality, 4.2.4. read the studies and ascertain their relationships in steps 4 and 5, 4.2.5. translate studies into one another in steps 6 and 7, then combine the translations, 5.1. characteristics of the studies, 5.2. teacher perceptions, 5.2.1. teachers’ positive perceptions.

“I think it is preferable that ICT to be taught from elementary school level through university because online services have become part of daily life and knowing how to use them is becoming an increasingly crucial civic skill”. [ 46 ]

5.2.2. Teachers’ Negative Perceptions

5.3. contextual factors shaping teachers perceptions, 5.3.1. national policies and pro-technology zeitgeist are two global trends in education, 5.3.2. teachers’ immediate environment: training, pedagogical culture of the school, and teachers’ experiences, 5.3.3. in-text reference to the model, 6. discussion, 6.1. the significance of programs for teachers’ professional development, 6.2. limitations of the study and recommendations for future research, 7. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

• Guillén-Gámez, F.D.; Mayorga-Fernández, M.J.; Bravo-Agapito, J.; Escribano-Ortiz, D. Analysis of teachers’ pedagogical digital competence: Identification of factors predicting their acquisition. Technol. Knowl. Learn. 2020 , 26 , 491–498. [ Google Scholar ] [ CrossRef ]
• Rodriguez-Segura, L.; Zamora-Antuñano, M.A.; Cruz-Pérez, M.Á. Teaching challenges in COVID-19 scenery: Teams platform-based student satisfaction approach. Sustainability 2020 , 12 , 7514. [ Google Scholar ] [ CrossRef ]
• Gorder, L. A Study of Teacher Perceptions of Instructional Technology Integration in the Classroom. Delta Pi Epsil. J. 2018 , 50 , 63–76. [ Google Scholar ]
• Hong, X.; Zhang, M.; Liu, Q. Preschool teachers’ technology acceptance During the COVID-19: An adapted technology acceptance model. Front. Psychol. 2021 , 12 , 691492. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Mundy, M.; Kupczynski, L.; Kee, R. Teacher’s Perceptions of Technology Use in Schools. SAGE Open 2021 , 2 , 1–15. [ Google Scholar ] [ CrossRef ]
• Schacter, J. The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say ; Milken Exchange on Education Technology: Santa Monica, CA, USA, 2019. [ Google Scholar ]
• Zhao, Y.; Pugh, K.; Sheldon, S.; Byers, J.L. Conditions for classroom technology innovation. Teach. Coll. Rec. 2021 , 104 , 482–515. [ Google Scholar ] [ CrossRef ]
• Marshall, J. Learning with Technology Evidence That Technology Can, and Does, Support Learning ; Sage: Newbury Park, CA, USA, 2016. [ Google Scholar ]
• Porter, W.W.; Graham, C.R. Institutional drivers and barriers to faculty adoption of blended learning in higher education. Br. J. Educ. Technol. 2016 , 47 , 748–762. [ Google Scholar ] [ CrossRef ]
• Tondeur, J.; Van Braak, J.; Ertmer, P.A.; Ottenbreit-Leftwich, A. Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educ. Technol. Res. Dev. 2017 , 65 , 555–575. [ Google Scholar ] [ CrossRef ]
• Eteokleous, N. Evaluating computer technology integration in a centralized school system. Comput. Educ. 2018 , 51 , 669–681. [ Google Scholar ] [ CrossRef ]
• Fives, H.; Buehl, M.M. Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In APA Educational Psychology Handbook: Individual Differences and Cultural and Contextual Factors ; Harris, K.R., Graham, S., Urdan, T., Eds.; American Psychological Association: Washington, DC, USA, 2017; pp. 471–499. [ Google Scholar ]
• Cope, C.; Ward, P. Integrating learning technology into classrooms: The importance of teachers’ perceptions. Educ. Technol. Soc. 2019 , 5 , 67–74. [ Google Scholar ]
• Deng, F.; Chai, C.S.; Chin-Chung, T.; Min-Hsien, L. The relationship among Chinese practicing teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. J. Educ. Technol. Soc. 2016 , 17 , 245–256. [ Google Scholar ]
• Mayer, R.E. Theories of learning and their application to technology. In Technology Applications in Education: A Learning View ; O’Neil, H.F., Jr., Perez, R.S., Eds.; Erlbaum: Mahwah, NJ, USA, 2017; pp. 127–157. [ Google Scholar ]
• Ashton, P. Historical overview and theoretical perspectives of research on children beliefs. In International Handbook of Research on Teacher’s Beliefs ; Fives, H., Gills, M.G., Eds.; Routledge: New York, NY, USA, 2016; pp. 31–47. [ Google Scholar ]
• Mansour, N. The experiences and personal religious beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about science-technology-society (STS). Int. J. Sci. Educ. 2018 , 30 , 1605–1634. [ Google Scholar ] [ CrossRef ]
• Miranda, H.P.; Russell, M. Understanding factors associated with teacher—Directed student use of technology in elementary classrooms: A structural equation modeling approach. Br. J. Educ. Technol. 2021 , 43 , 652–666. [ Google Scholar ] [ CrossRef ]
• Ottenbreit-Leftwich, A.T.; Glazewski, K.D.; Newby, T.J.; Ertmer, P.A. Teacher value beliefs associated with using technology: Addressing professional and student needs. Comput. Educ. 2017 , 55 , 1321–1335. [ Google Scholar ] [ CrossRef ]
• Donnelly, D.; McGarr, O.; O’Reilly, J. A framework for teachers’ integration of ICT into their classroom practice. Comput. Educ. 2021 , 57 , 1469–1483. [ Google Scholar ] [ CrossRef ]
• Royer, R. Supporting Technology Integration through Action Research. Clgh. J. Educ. Strateg. Issues Ideas 2002 , 75 , 233–237. [ Google Scholar ] [ CrossRef ]
• Zinger, D.; Tate, T.; Warschauer, M. Learning and teaching with technology: Technological pedagogy and teacher practice. In The SAGE Handbook of Research on Teacher Education ; Sage: Newbury Park, CA, USA, 2017; Volume 1, p. 2. [ Google Scholar ]
• Lasky, S. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teach. Teach. Educ. 2017 , 21 , 899–916. [ Google Scholar ] [ CrossRef ]
• Wilson, J.D.; Notar, C.C.; Yunker, B. Elementary in-service teacher’s use of computers in the elementary classroom. J. Instr. Psychol. 2017 , 30 , 256. [ Google Scholar ]
• Kay, R.; Knaack, L.; Petrarca, D. Exploring teacher’s perceptions of web-based learning tools. Interdiscip. J. E-Learn. Learn. Objects 2019 , 5 , 27–50. [ Google Scholar ]
• HSU, S. The Relationship between Teacher’s Technology Integration Ability and Usage. J. Educ. Comput. Res. 2010 , 43 , 309–325. [ Google Scholar ] [ CrossRef ]
• Noblit, G.W.; Hare, R.D. Meta-Ethnography: Synthesizing Qualitative Studies ; Sage: Newbury Park, CA, USA, 1998. [ Google Scholar ] [ CrossRef ]
• Mertala, P. Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Comput. Hum. Behav. 2019 , 101 , 334–349. [ Google Scholar ] [ CrossRef ]
• Shojania, K.G.; Sampson, M.; Ansari, M.T.; Ji, J.; Doucette, S.; Moher, D. How quickly do systematic reviews go out of date? a survival analysis. Ann. Intern. Med. 2017 , 147 , 224–233. [ Google Scholar ] [ CrossRef ]
• Tondeur, J.; Van Braak, J.; Sang, G.; Voogt, J.; Fisser, P.; Ottenbreit-Leftwich, A. Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Comput. Educ. 2012 , 59 , 134–144. [ Google Scholar ] [ CrossRef ]
• Critical Appraisal Skills Programme. CASP Qualitative Checklist. 2018. Available online: https://casp-uk.net/wp-content/uploads/2018/01/CASP-Qualitative-Checklist-2018.pdf (accessed on 6 August 2022).
• Dixon-Woods, M.; Cavers, D.; Agarwal, S.; Annandale, E.; Arthur, A.; Harvey, J.; Riley, R. Conducting a critical interpretive synthesis of the literature on access to healthcare by vulnerable groups. BMC Med. Res. Methodol. 2016 , 6 . [ Google Scholar ] [ CrossRef ]
• Ashrafzadeh, A.; Sayadian, S. University instructors’ concerns and perceptions of technology integration. Comput. Hum. Behav. 2015 , 49 , 62–73. [ Google Scholar ] [ CrossRef ]
• Jones, S.J. Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use. J. Montessori Res. 2017 , 3 , 16–29. [ Google Scholar ] [ CrossRef ]
• Ghavifekr, S.; Rosdy, W. Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. Int. J. Res. Educ. Sci. (IJRES) 2015 , 1 , 175–191. [ Google Scholar ] [ CrossRef ]
• Munyengabe, S.; Zhao, Y.; He, H.; Hitimana, S. Primary teachers’ perceptions on ICT integration for enhancing teaching and learning through the implementation of one laptop per child program in primary schools of Rwanda. Eurasia J. Math. Sci. Technol. 2017 , 13 , 7193–7204. [ Google Scholar ] [ CrossRef ]
• Ramírez-Rueda, M.; Cozar-Gutierrez, R.; Colmenero, M.; Gonzalez-Calero, J. Towards a Coordinated Vision of ICT in Education: A Comparative Analysis of Preschool and Primary Education Teachers’ and Parents’ Perceptions. In Teaching and Teacher Education ; University of Castilla-La Mancha: Albacete, Spain, 2019. [ Google Scholar ]
• Hana, S.; Gurevich, I.; Gorev, D. Integration of technology by novice mathematics teachers–what facilitates such integration and what makes it difficult? Educ. Inf. Technol. 2019 , 25 , 141–161. [ Google Scholar ]
• Zehra, R.; Bilwani, A. Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools ; St. Michael’s Convent School: Karachi, Pakistan, 2016. [ Google Scholar ]
• Birgin, O.; Uzun, K.; Mazman Akar, S.G. Investigation of Turkish mathematics teachers’ proficiency perceptions in using information and communication technologies in teaching. Educ. Inf. Technol. 2020 , 25 , 487–507. [ Google Scholar ] [ CrossRef ]
• Hartman, R.J.; Townsend, M.B.; Jackson, M. Educators’ perceptions of technology integration into the classroom: A descriptive case study. J. Innov. Res. Teach. Learn. 2019 , 12 , 236–249. [ Google Scholar ] [ CrossRef ]
• Mwendwa, N. Perception of Teachers and Principals on ICT Integration in the Primary School Curriculum in Kitui County ; Moi University: Nairobi, Kenya, 2017. [ Google Scholar ]
• Aina, A.; Ogegbo, A. Early childhood development teachers’ perceptions on the use of technology in teaching young children. S. Afr. J. Child. Educ. 2020 , 10 , 880. [ Google Scholar ] [ CrossRef ]
• Domingo, M.G.; Garganté, A.B. Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Comput. Hum. Behav. 2016 , 56 , 21–28. [ Google Scholar ] [ CrossRef ]
• Salleh, S. Examining the Influence of Teachers’ Beliefs towards Technology Integration in Classroom ; Universiti Brunei Darussalam: Bandar Seri Begawan, Brunei Darussalam, 2015. [ Google Scholar ]
• ChanLin, L.J.; Hong, J.C.; Horng, J.S.; Chang, S.H.; Chu, H.C. Factors influencing technology integration in teaching: A Taiwanese perspective. Innov. Educ. Teach. Int. 2017 , 43 , 57–68. [ Google Scholar ] [ CrossRef ]
• Aminu, M.; Samah, N. Teachers’ Perception on the Use of Technology in Teaching and Learning in Associate Schools Zamfara State, Nigeria ; Universiti Teknologi Malaysia: Kuala Lumpur, Malaysia, 2019. [ Google Scholar ]
• Lai, K.W.; Smith, L.A. Tertiary students’ understandings and practices of informal learning: A New Zealand case study. Australas. J. Educ. Technol. 2018 , 33 , 115–128. [ Google Scholar ] [ CrossRef ]
• Sorgo, A.; Verckovnik, T.; Verckovnik, T.; Kocijancic, S. Information and communication technologies (ICT) in biology teaching in slovenian secondary schools. Eurasia J. Math. Sci. Technol. Educ. 2010 , 6 , 37–46. [ Google Scholar ] [ CrossRef ]
• Lauricella, A.R.; Herdzina, J.; Robb, M. Early childhood educators’ teaching of digital citizenship competencies. Comput. Educ. 2020 , 158 , 103989. [ Google Scholar ] [ CrossRef ]
• Tang, K.Y.; Hsiao, C.H.; Tu, Y.F.; Hwang, G.J.; Wang, Y.M. Factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform. Educ. Technol. Res. Dev. 2021 , 69 , 2705–2728. [ Google Scholar ] [ CrossRef ] [ PubMed ]
• Selwyn, N. In praise of pessimism-the need for negativity in educational technology. Br. J. Educ. Technol. 2011 , 42 , 713–718. [ Google Scholar ] [ CrossRef ]
• Serin, H. The Role of technology in whole-class teaching. Int. J. Soc. Sci. Educ. Stud. 2015 , 2 , 25–27. [ Google Scholar ]
• Faizi, R. Teachers’ perceptions towards using Web 2.0 in language learning and teaching. Educ. Inf. Technol. 2018 , 23 , 2. [ Google Scholar ] [ CrossRef ]
• Brownlee, J.; Burdie, N.; Boulton-Lewis, G. Changing epistemological beliefs in pre-service teacher education students. Teach. High. Educ. 2001 , 6 , 24–268. [ Google Scholar ] [ CrossRef ]
• Sandberg, A.; Broström, S.; Johansson, I.; Frøkjær, T.; Kieferle, C.; Seifert, A.; Laan, M. Children’s perspective on learning: An international study in Denmark, Estonia, Germany and Sweden. Early Child. Educ. J. 2017 , 45 , 71–81. [ Google Scholar ] [ CrossRef ]

Click here to enlarge figure

Share and Cite

Abel, V.R.; Tondeur, J.; Sang, G. Teacher Perceptions about ICT Integration into Classroom Instruction. Educ. Sci. 2022 , 12 , 609. https://doi.org/10.3390/educsci12090609

Abel VR, Tondeur J, Sang G. Teacher Perceptions about ICT Integration into Classroom Instruction. Education Sciences . 2022; 12(9):609. https://doi.org/10.3390/educsci12090609

Abel, Vincent Ruhogo, Jo Tondeur, and Guoyuan Sang. 2022. "Teacher Perceptions about ICT Integration into Classroom Instruction" Education Sciences 12, no. 9: 609. https://doi.org/10.3390/educsci12090609

Article Metrics

Article access statistics, further information, mdpi initiatives, follow mdpi.

Subscribe to receive issue release notifications and newsletters from MDPI journals

Welcome to ictresearchmethods.nl

As an ICT student or professional, you need to solve all kind of ICT challenges. Answering the questions and tackling the problems or opportunities of your ICT project requires research and often a combination of various ICT research methods. The toolkit on this website offers you a set of possible research methods and a framework to select the appropriate (combination of) methods .

Make sure to combine strategies to tackle trade-offs between overview and certainity , and between expertise and fit . Also think of mixing methods that are more data- or inspiration oriented. The Research Pattern Navigator helps you to combine strategies.

In most cases, every phase of your project requires research. An example of phasing and possible methods can be found here . You can also start at this list of methods ordered by research strategy .

Note that a physical copy of the card set can be obtained from Studie Bijdehand .

View all methods here

This website and the card set have been realised as, and are maintained by, HBO-i projects .

Quick links

Methods per Strategy

Methods per Project Phase

Methods per Domain

• Research patterns

The DOT Framework

How to cite & credits

Providing feedback

Navigation menu

Personal tools.

• View source
• View history
• All methods

Research strategies

• Machine learning
• What links here
• Related changes
• Special pages
• Printable version
• Permanent link
• Page information
• This page was last edited on 27 February 2023, at 17:02.
• Privacy policy
• About ICT research methods
• Disclaimers

Investigating ICT-led engagement with content in science and basic computing subjects of lower secondary schools in Rwanda

• Published: 29 July 2024

Cite this article

• Olivier Habimana 1 ,
• Mathias Nduwingoma 1 ,
• Irénée Ndayambaje 1 ,
• Jean Francois Maniraho 1 ,
• Ali Kaleeba 1 ,
• Dany Kamuhanda 1 ,
• Evariste Mwumvaneza 1 ,
• Marie Claire Uwera 1 ,
• Albert Ngiruwonsanga 1 ,
• Evode Mukama 2 ,
• Celestin Ntivuguruzwa 1 ,
• Gerard Nizeyimana 1 &
• Ezechiel Nsabayezu   ORCID: orcid.org/0000-0002-1377-9266 1  

16 Accesses

Explore all metrics

This study explores the level of engagement with Information and Communication Technology (ICT) supported content among students and teachers in learning sciences and basic computing at Rwandan lower secondary schools. Data were collected from ten well-equipped smart classrooms across ten schools. A sample of 394 participants included ten deputy headteachers, 40 teachers, and 344 students. Interviews, classroom observations, and surveys were used for data collection. Findings revealed a significant digital divide among students due to limited ICT literacy, time constraints, and limited access to computer devices. Also, the findings indicate that teachers faced various challenges, including underutilisation of ICT in science lessons, primarily due to inadequate digital competence. The study recommends strategies to enhance students’ digital skills through training programs and foster ICT-oriented teacher communities of practice via professional development to improve digital competence and innovative teaching methods.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Towards the Journey to Accomplish the “Joy of Learning”

Acceptance of Technology in the Classroom: A Qualitative Analysis of Mathematics Teachers’ Perceptions

Data availability

The datasets generated during and/or analysed during the current study are available from the corresponding author upon reasonable request.

Abla, C., & Fraumeni, B. R. (2019). Student engagement: Evidence-based strategies to boost academic and social emotional results. McREL International . https://files.eric.ed.gov/fulltext/ED600576.pdf .

Ahmed, M. E., & Hasegawa, S. (2021). Development of online virtual laboratory platform for supporting real laboratory experiments in multi domains. Education Sciences , (11 , 548. https://doi.org/10.3390/educsci11090548 .

Article   Google Scholar  

Akarawang, C., Kidrakran, P., & Nuangchalerm, P. (2015). Enhancing ICT competency for teachers in the Thailand basic education system. International Education Studies, 8 (6), 1–8.

Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical framework. Journal of Educational Technology Systems , 19 (1), 292–307.

Google Scholar  

Bizimana, E., Mutangana, D., & Mwesigye, A. (2022). Performance analysis of biology education under the implementation of lower secondary school biology-competence-based curriculum: Policy implications. Interdisciplinary Journal of Environmental and Science Education , 18 (1), e2259. ISSN 2633–6537 (Online).

Bond, M. (2021). Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review. Asian Journal of Distance Education, 15 (2), 191–247.

Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating pre-service teachers’ development of technological, pedagogical, and content knowledge (TPACK) (Vol. 13, pp. 63–73). Educational Technology & Society.

Chai, C. S. (2010). The relationships among Singaporean preservice teachers’ ICT competencies, pedagogical beliefs and their beliefs on the espoused use of ICT. Asia-Pacific Education Researcher (De La Salle University Manila), 19 (3).

Chang, Y., Tsai, M. F., & Jang, S. J. (2014). Exploring ICT use and TPACK of secondary science teachers in two contexts. US-China Education Review , 4 (5), 298–311.

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research . Sage publications.

Dagnino, F. -M., Dimitriadis, Y., Pozzi, F., & Rubia-Avi, B. (2020). The role of supporting technologies in a mixed methods research design. Comunicar, 28 (65), 53–63.

Dushimimana, J. C., & Uworwabayeho, A. (2021). Teacher training college student performance in statistics and probability exams in Rwanda. Rwandan Journal of Education , 5 (1), 68–81.

Ferraro, S. (2018). Is information and communication technology satisfying educational needs at school? Computers & Education, 122 , 194–204.

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Students’ use of and engagement with ICT at home and school. Preparing for Life in a Digital Age: The IEA International Computer and Information Literacy Study International Report (pp.125–166).

Fu, J. S. (2013). ICT in education: A critical literature review and its implications Jo Shan Fu. International Journal of Education and Development Using Information and Communication Technology , 9 (1), 112–125.

Gerick, J., Eickelmann, B., & Bos, W. (2017). School-level predictors for the use of ICT in schools and students’ CIL in international comparison. Large-scale Assessments in Education , 5 (1), 1–13. https://doi.org/10.1186/s40536-017-0037-7 .

Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior , 68 . https://doi.org/10.1016/j.chb.2016.11.057 .

Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning (5th ed.). Houghton Mifflin.

Hite, J. M., Hite, S. J., Mugimu, C. B., & Nsubuga, Y. (2010). Strategic co-opetition: Headteacher networking in Uganda’s secondary schools. In A. J. Daly (Ed.), Social network theory and educational change (pp. 197–220). Harvard Education.

Hojeij, Z., & Al Marzouqi, A. (2023). Emirati female students pursuing Technical and Vocational Education and Training (TVET): Perceptions from the UAE. International Journal of Training Research, 21 (1), 36–56.

Kaffash, H. R., Kargiban, Z. A., Kargiban, S. A., & Ramezani, M. T. (2010). A close look in to role of ICT in education. International Journal of Instruction, 3 (2).

Kanvaria, V. K., & Yadav, A. (2024). Integrating and innovating: The role of ict in education’s evolution-an in-depth analysis of emerging technologies, current trends, challenges, and future directions in the digital age. International Journal for Multidimensional Research Perspectives, 2 (2), 33–48.

Kim, S. (2018). ICT and the UN’s sustainable development goal for education: Using ICT to boost the Math performance of immigrant youths in the US. Sustainability (Switzerland) , 10 , 12.

Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education , 39 (2), 157–181.

Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review , 22 (3), 215–243.

Lim, J., Ko, H., Yang, J. W., Kim, S., Lee, S., Chun, M. S., & Park, J. (2019). Active learning through discussion: ICAP framework for education in health professions. BMC Medical Education , 19 (1), 1–8.

MacDougall, M. (2017). Successful co-teaching: A handbook for educators.

Masabo, E., Nzabanita, J., Ngaruye, I., Ruranga, C., Nizeyimana, J. P., Uwonkunda, J., & Ndanguza, D. (2023). Early detection of students at risk of poor performance in Rwanda higher education using machine learning techniques. International Journal of Information Technology , 1–10.

McFarlane, A., & Sakellariou, S. (2002). The role of ICT in science education. Cambridge Journal of Education, 32 (2), 219–232.

Mcmahon, G. (2009). Critical thinking and ICT integration in a western Australian secondary school. Educational Technology and Society , 12 , 269–281.

MINEDUC (2018). Education Sector Strategic Plan 2018/19 to 2023/24.

Minga, C., & Ghosh, S. (2024). Teachers’ perceptions of ICT use in promoting teaching learning processes and its outcomes at senior secondary level in Mbeya region, Tanzania: A review. Journal of Education, Society and Behavioural Science, 37 (1), 39–50.

Mirzajani, H., Mahmud, R., Fauzi Mohd Ayub, A., & Wong, S. L. (2016). Teachers’ acceptance of ICT and its integration in the classroom. Quality Assurance in Education , 24 (1), 26–40. https://doi.org/10.1108/QAE-06-2014-0025 .

Mugiraneza, J. P. (2021). Digitalisation in teaching and education in Rwanda. Digitalisation, the future of work and the teaching profession project . Geneva, International Labour Organization.

Murithi, J., & Yoo, J. E. (2021). Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innovation and Education , 3 (1). https://doi.org/10.1186/s42862-021-00012-0 .

Ndayambaje, J. B., Bikorimana, E., & Nsanganwimana, F. (2021). Factors contributing to the students’ poor performance in biology subject: A case study of ordinary level in rural secondary schools of Rwamagana district. GSC Biological and Pharmaceutical Sciences , 15 (3), 249–261. https://doi.org/10.30574/gscbps.2021.15.3.0163 .

Newby, L. S., Hite, J. M., Hite, S. J., & Mugimu, C. B. (2013). Technology and education: ICT in Ugandan secondary schools. Education and Information Technologies , 18 , 515–530.

Newell, S., Bresnen, M., Edelman, L., Scarbrough, H., & Swan, J. (2006). Sharing knowledge across projects: Limits to ICT-led project review practices. Management Learning , 37 (2), 167–185.

Nsabayezu, E., Iyamuremye, A., & Urengejeho, V. (2022). Computer - based learning to enhance chemistry instruction in the inclusive classroom: Teachers’ and students– perceptions. Education and Information Technologies, 27 (3), 1–4. https://doi.org/10.1007/s10639-022-11082-9

Onwunara, C. C. (2020). The use of ICTS in the teaching and learning of basic science and technology in public junior secondary schools in Owerri educational zone1. Current Science International , 9 (4) , Pages617–624. https://www.curresweb.com/csi/csi/2020/csi.2020.9.4.54.pdf .

Palak, D., & Walls, R. T. (2009). Teachers’ beliefs and technology practices: A mixed-methods approach. Journal of Research on Technology in Education , 41 , 157–181.

Sailer, M., Stadler, M., Schultz-Pernice, F., Franke, U., Schöffmann, C., Paniotova, V., Husagic, L., & Fischer, F. (2021). Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers. Computers in Human Behavior, 115 (1), 106625.

Saravanakumar, A. R. (2018). Role of ICT on enhancing quality of education. International Journal of Innovative Science and Research Technology, 3 (12), 717–719.

Sharma, H. K. (2015). Role of ICT in improving the excellence of education. International Journal on Computer Science and Engineering, 7 (8), 78.

Sibomana, A., Nicol, C. B., Nzabalirwa, W., Nsanganwimana, F., Karegeya, C., & Sentongo, J. (2021). Factors affecting the achievement of twelve-year basic students in Mathematics and Science in Rwanda. International Journal of Learning Teaching and Educational Research , 20 (7), 61–84.

Talib, S. L. A., Jusoh, M. A., Razali, F. A., & Awang, N. B. (2022). Technostress creators in the workplace: A literature review and future research needs in accounting education. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7 (7), e001625–e001625.

Tamin, R., Bernard, R., Borokhovski, E., Abrami, P., & Schmid, R. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research , 81 (1), 4–28.

Tezci, E. (2011). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34 (4), 483–499.

Trucano, M., Dykes, G., & Trucano, M. (2016). Building and sustaining national ICT education agencies: Lessons from international experiences . World Bank.

Westera, W. (2001). Competences in education: A confusion of tongues. Journal of Curriculum Studies , 33 (1), 75–88.

Whelan, R. (2008). Use of ICT in education in the South Pacific: Findings of the pacific eLearning observatory. Distance Education , 29 (1), 53–70.

Article   MathSciNet   Google Scholar  

Willermark, S. (2017). Technological pedagogical and content knowledge: A review of empirical studies published from 2011 to 2016. Journal of Educational Computing Research , 56 (3), 315–343.

Zafar, T. (2019). Role of information communication technology (ICT) in education and its relative impact. International Journal of Engineering Research & Technology (IJERT), 7 (04), 1–10.

Download references

Acknowledgements

The authors acknowledge the financial support from Leaders in Teaching.

Author information

Authors and affiliations.

University of Rwanda-College of Education, Kayonza, Rwanda

Olivier Habimana, Mathias Nduwingoma, Irénée Ndayambaje, Jean Francois Maniraho, Ali Kaleeba, Dany Kamuhanda, Evariste Mwumvaneza, Marie Claire Uwera, Albert Ngiruwonsanga, Celestin Ntivuguruzwa, Gerard Nizeyimana & Ezechiel Nsabayezu

Commonwealth of Learning, Ottawa, Canada

Evode Mukama

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Ezechiel Nsabayezu .

Ethics declarations

Ethical approval.

All participants have signed the consent form.

Consent to participate

and Consent to Publish data were obtained from all participants.

Confict of interest

The authors affirm that they have no potential conflict to disclose.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic Supplementary Material

Below is the link to the electronic supplementary material.

Supplementary Material 1

Rights and permissions.

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Habimana, O., Nduwingoma, M., Ndayambaje, I. et al. Investigating ICT-led engagement with content in science and basic computing subjects of lower secondary schools in Rwanda. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12904-8

Download citation

Received : 05 January 2024

Accepted : 11 July 2024

Published : 29 July 2024

DOI : https://doi.org/10.1007/s10639-024-12904-8

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• ICT in education
• Active learning
• Basic computing
• Lower secondary
• Find a journal
• Publish with us
• Track your research

• Research article
• Open access
• Published: 10 September 2020

Enhancing the roles of information and communication technologies in doctoral research processes

• Sarah J. Stein   ORCID: orcid.org/0000-0003-0024-1675 1 &
• Kwong Nui Sim 2  

International Journal of Educational Technology in Higher Education volume  17 , Article number:  34 ( 2020 ) Cite this article

15k Accesses

5 Citations

3 Altmetric

Metrics details

While information and communication technologies (ICT) are prominent in educational practices at most levels of formal learning, there is relatively little known about the skills and understandings that underlie their effective and efficient use in research higher degree settings. This project aimed to identify doctoral supervisors’ and students’ perceptions of their roles in using ICT. Data were gathered through participative drawing and individual discussion sessions. Participants included 11 students and two supervisors from two New Zealand universities. Focus of the thematic analysis was on the views expressed by students about their ideas, practices and beliefs, in relation to their drawings. The major finding was that individuals hold assumptions and expectations about ICT and their use; they make judgements and take action based on those expectations and assumptions. Knowing about ICT and knowing about research processes separately form only part of the work of doctoral study. Just as supervision cannot be considered independently of the research project and the student involved, ICT skills and the use of ICT cannot be considered in the absence of the people and the project. What is more important in terms of facilitating the doctoral research process is students getting their “flow” right. This indicates a need to provide explicit support to enable students to embed ICT within their own research processes.

Background/context

Information and communication technologies (ICT) can bring either joy or challenge to well-versed academic practices, and either create barriers to learning and development or be the answer to needs. While some grasp and pursue opportunities to make use of various ICT for study, research and teaching, others struggle. Despite documented and anecdotal positive urges to adopt ICT to increase and improve efficiency and effectiveness, staff and students struggle experience ICT as needless and difficult-to-use interruptions. There is often little need seen to change practices by introducing ICT into ways of working. Exploring these views and experiences was the focus of this project. Being empathetic to views such as those expressed by Castañeda and Selwyn ( 2018 ), we did not approach this investigation from a position that assumes that ICT are natural and needed solutions to problems related to improving and facilitating effective learning, teaching and research. Rather, we took a more neutral stance, wishing to explore the experiences of those involved, namely, students and staff, through discussion with them about their ICT practices and views, and with a specific focus on doctoral study and supervision.

Doctoral supervision and the role, place and nature of the doctorate are receiving increasing attention in higher education research literature. A wide range of topics have been covered from, for example, the importance and types of support for students throughout candidature (e.g., Zhou & Okahana, 2019 ); to the teaching and supervision aspects of doctoral supervision (e.g., Åkerlind & McAlpine, 2017 ; Cotterall, 2011 ; Lee, 2008 ).

With advancements in, accessibility to, and development of, ICT within education settings has come a plethora of research into online and blended learning. These studies often highlight the capacity of ICT for facilitating teaching, learning and administrative activity within educational institutions and systems (e.g., Marshall & Shepherd, 2016 ). They cover numerous areas of importance from theoretical, practical, and philosophical angles and include the perspectives and needs of learners, educators and institutions (e.g., Nichols, Anderson, Campbell, & Thompson, 2014 ).

There are also studies on student use of ICT, though not necessarily doctoral students, and these cover a wide range of topics including specific ICT skills (e.g., Stensaker, Maassen, Borgan, Oftebro, & Karseth, 2007 ). Where postgraduate research students are concerned, some studies on ICT skill development and support provide some insights about students (e.g., Dowling & Wilson, 2017 ), and institutional ICT systems (Aghaee et al., 2016 ).

Notable about the many of these studies cited above is the use of self-reporting tools as mechanisms for gathering data about student use and views about ICT. While self-reports are valuable ways to collect such data about self-efficacy, they do have limits. In online learning environments, the role of self-efficacy, for example, is still being contested. It has been argued that learners from a variety of disciplines and learning settings will tend to overestimate claims about their performance and/or knowledge and skills (e.g., Mahmood, 2016 ).

All these studies help to ‘map the territory’ of ICT, their use at individual and institutional levels and related practices. Much advice and guidance can be gleaned from the literature as well, although relatively little for the specific integration of ICT within the doctoral research and supervision environment. Based on the literature that is available though, all indications are that (doctoral) students adopt educational practices incorporating limited ICT use, even though the use of ICT has grown enormously in the last 10 to 20 years. With the current interest in ensuring success of students and completion of doctoral degrees being closely related to high quality supervision, there is a need to improve supervision practices and within that, advance understandings about how to support students in their use of ICT for their doctoral research.

This project

This project aimed to explore doctoral student and supervisor views and use of ICT within the doctoral process. The intention was to bring to light perceptions that could give clues as to how to make practical modifications to the content and scope of professional development support for supervisors and students, in order to help them to make best use of ICT. In addition, consideration was given to the way data would be collected to ensure that more than just the self-reported perspectives of the participants were included.

An interpretivist research approach (Erickson, 2012 ) framed this study to support a focus on understanding the world from the perspectives of those who live it. Thus, the approach was well-suited to exploring perceptions about the use of ICT in our context.

Thus, this study did not commence with any hypotheses related to the influence of ICT in doctoral research in mind. Instead, as the interpretive frame of the research implies, this study investigated ways in which participants expressed their experiences of engaging and integrating ICT in support of their doctoral research processes. The data tapped into the participants’ (PhD students and doctoral supervisors) perspectives, as they expressed them. The research approach thus defined and shaped all aspects of the data gathering, analyses and presentation. In this way, alignment was ensured among the ontological, epistemological and practical implementation of the research project.

The study took place in two New Zealand universities where participants were either employees or students. Both universities are research-intensive, with histories of producing high-level research across many disciplines. Both institutions have clear and well-formulated policies and practices governing doctoral study - PhD and professional doctorate - and these include supporting that study through supervision. A specialised unit in each institution manages the administration of the doctoral degree. Couching “supervision” as essentially a (specialised) teaching activity, each unit also provides or coordinates professional development for staff in the art of supervision, and for students in the skills and processes of undertaking doctoral degree study.

Participants

Participants included doctoral students and supervisors from the two universities. As a result of an invitation to all students and supervisors, in total, 11 students and two supervisors responded. The students were PhD students at varying levels of completion. There was a mix of part time and full-time students from a variety of discipline backgrounds including health sciences, sciences, commerce and humanities. The supervisors were experienced and were from humanities and sciences.

Data sources

Data were collected using a 3-tier participative drawing process (Wetton & McWhirter, 1998 ). This strategy involved a series of two or three interview/discussions, along with participant-made drawings, which formed the focus of the interview/discussions.

This strategy generated two sources of data - interview transcripts and participant drawings – and involved the following (3-tier) phases:

Initial semi-structured interview/discussion to ascertain information about participants’ backgrounds and other details they saw relevant to share. In addition, they were asked about their use of ICT generally as well as within the doctoral process. It was a chance for the researchers to gain some understanding of participants’ views and practices in relation to ICT and their doctoral/supervision journeys.

Participant drawing . The participants were asked to make a drawing in their own time and before the second interview/discussion. Guidelines for the drawing suggested that they think of a way to illustrate their research process first, then to add onto the drawing any ICT (such as devices, websites, programmes, applications) that they make use of in the process.

Follow-up interview/discussion . During this phase, each participant was asked to explain the drawing’s features and how it made sense in terms of the project he or she was undertaking. This included discussion about how their supervision was working, how they worked with supervisors, and how the ICT they had included in the drawing worked within the process. They were also asked about elements that were not in the drawing, for example, certain ICT or activities that might have appeared in a typical account of a doctoral research process but were not included.

All interview/discussions were audio recorded and transcriptions of the recordings were returned to the participants for checking. The drawings were scanned and stored electronically.

In line with the interpretive approach that framed and governed our study, the data were analysed shortly after being gathered. Analysis of the data contributed to the development of ideas about participants’ perceptions, and these were refined progressively across the instances that researchers met with participants. Perceptions were thus checked, rechecked and refined against each data set.

This iterative and inductive approach (Thomas, 2006 ) involved thematic analysis (Silverman, 2001 ) and the capture of major and common ideas (Mayring, 2000 ) expressed by participants about how ICT are perceived and used in doctoral research processes. This approach helped to operationalise a process of co-construction between researchers and participants. Through checking, rechecking, refining and confirming, the researchers were able to articulate their understanding of participant perceptions that matched participants’ expressed thoughts.

The outcome of the analysis process was four assertions concerning ways the students perceived and understood ICT within doctoral study. Because there were only two supervisor participants, the data from the supervisors served to support the assertions we were more confidently able to make about student perceptions.

Research approach, quality assurance conditions and context

Despite the (what might be argued, small) number of volunteer participants who showed interest in, and committed themselves to, this study (i.e., no drop-outs or selection being made from a pool), it is worth noting that the researchers worked with each participant over an extended period of time (prolonged engagement), focused on investigating and gathering identifiable, as well as documentable, aspects of the participants’ ICT understandings and practices (persistent observation), and employed analysis techniques that incorporated peer debriefing, member checking, and fair presentation of assertions (Guba & Lincoln, 1989 ).

The aim was to unlock and identify views of reality held by the participants. The empirical evidence was used to help develop commentary and critique of the phenomenon which was the focus of the study (i.e., ICT use), including what the phenomenon is and how it occurs/is enacted/revealed in a particular context (viz., in doctoral research). This was, therefore, a different kind of study from one that might commence with a hypothesis, which would be concerned more with objectivity, explanation and testable propositions. In short, the methods employed in the current study fitted the intention to solve a “puzzle” about a phenomenon in relation to a particular context.

As this study involved human participants, ethical approval was gained through the institutional processes. This approval (University of Otago Human Ethics Committee reference number D17/414 and Victoria University of Wellington, Ethics Committee reference number 0000023415) enabled data collection methods described in the previous section to be carried out for any doctoral students and supervisors who volunteered to participate in this study. Ethical consent, use and care of the data as well as the ethical treatment of students and staff as participants were integral to the research design, planning and implementation of the whole study.

Findings and discussion

The four assertions are now presented. Each assertion is described and quotations from the interview/discussions along with examples of drawings from the student participants are used to illustrate aspects of each assertion.

Assertion 1: ICT are impartial tools; it does not matter how ICT are used, because the endpoint, that is, thesis completion, is the justification. ICT and people are separate and separated entities.

Students talked about how they worked on their thesis document and on the process of the study they were undertaking. Comments focused on various ICT being used and often on skills needed in order to use them. Some students expressed the view that ICT were tools, separate from the project and the person involved, to be used to achieve an endpoint. For example,

So long as it's formatted – it shouldn't matter - that's their [editors’] responsibility, not mine.

There’s probably a bit more about Zoom [web conferencing application] I could learn but again for me unless it’s a problem, I’m not going to go looking for it… not just for the sake of it at the moment.

Motivation to achieve an outcome was a focus of comments that support this assertion. For many participants, the aim to complete the study and write a thesis was, naturally, a large driver for how they were managing their study. Time was precious, and they would do what they had to do to reach their goal. To be motivated to learn about a new ICT, there needed to be a purpose that sharply focussed on achieving that end.

If the technologies are suddenly not available] I’m happy to sit down with a typewriter and learn it… If I’m not driven, I won’t bother.

This focus is illustrated in Fig.  1 . The drawing shows clearly identified components that make up major elements within the stages of producing the research for the thesis. ICT are listed in relation to those components.

ICT and people are separate and separated entities

Supervisors too, tended to focus on thesis production rather than on the process of producing a thesis that includes the use of ICT (i.e., as opposed to their very clear and explicit focus on the research process). An example illustrating this is:

Generally, people think the standard of the people getting or earning a PhD is that this person should be an independent researcher. [But no] After all, we only examine a particular thesis [and] there are lots of inputs from supports and supervision from supervisors.

In summary, this assertion focusses strongly on the experience of doctoral study being about getting the project done within a research journey that gives minimal regard to the affordances of ICT. ICT are framed as necessary but also fraught, especially due to the effort and time that draw attention away from the primary goal.

Assertion 2: ICT are tools or mechanisms that prompt active thought on practices with respect to planning and managing thesis writing and project execution. ICT and individuals work alongside each other.

Views that expressed notions of there being a close interactive relationship between students and ICT came through in several of the discussions with the participants. The focus on achieving goals and endpoints was strong, but the expression of how to achieve those goals, capitalising upon the affordances that ICT present, was different from the way views were expressed in relation to Assertion 1.

On a simple level, this student describes the checking he did when weighing up the merits of a piece of software to meet his needs.

I normally do a trial version… have a play with it. And if I think they are useful then I might try it on a project. And if then I feel it’s definitely worth investing… then I’ll go buy it.

Others simply liked to explore, to see whether there was potential in any ICT they encountered, as in,

Sometimes I just like playing with stuff to see what they can do and then if they tick my boxes then I keep them and if they don't, I move on. So it's more kind of ‘search and discover’ than kind of looking for something, you know.

Describing a deeper level of activity, a degree of critique and active reflection were indicated by another student when he said,

…we tried an electronic version of putting together a programme for a New Zealand conference and I was surprised how long it took us. Whereas in the past I’ve worked with [colleagues] and we’ve just moved pieces of paper around on the floor for abstracts and we were done really quickly.

These sentiments are well-captured in Fig.  2 . Here, the focus is on experimenting with ICT rather than the research process. The process of working things out to suit the individual is foregrounded.

ICT and individuals work alongside each other

Whereas Assertion 1-type expressions presented effort in a generally negative light, Assertion 2-type expressions couched effort as an assumed part of learning something new. There was a sense expressed in comments that there will be a way to manage the “problem” to be solved, which then generated the necessary motivation to engage effort. For example,

You just know what you know when you start off; when you're unsure about what you need to do. There's a bit of a barrier in front of you. It feels a bit intimidating and overwhelming, and then you get into it and it just works. And you just kind of put all the pieces together and get something out at the end.

There was a sense that supervisors’ perspectives of ICT might support this assertion too. For instance,

[ICT are] integral to everything now – there's no such thing as doing it without [them] anymore – these are the tools with which we do all the things we do.

In summary, this assertion captures the views of students who engage actively in making decisions about which, how and why they incorporate ICT into doctoral research practices.

Assertion 3: Knowing about ICT is only part of the thinking; what is more important is getting the “flow” right. ICT and the individual are in a complementary partnership.

Perhaps prompted by the nature of the drawing task, which was to illustrate how ICT fitted within the whole process of doctoral study, several students described the challenges to bringing everything together into one process made up of many parts, sections and subsections. One participant focussed on her “workflow” in order to manage the multiple documents, tasks and schedule involved in her doctoral research journey.

What systems do I use, what's my workflow? So, I actually spent some weeks looking at … ideas from other PhD students about their workflows and how they manage it.

Similar to Assertion 2-type comments, ‘getting one’s flow right’ involved exploration and an amount of reflective decision-making. For example,

So I did a play around with that [ICT] and found it was quite useful … So I’m trying to be quite disciplined about when I’ve got a document, entering it at the time, reading an article, throw in heaps of tags rather than not …And I simply keep a note, cross referencing to the actual articles. I like to have the articles and for some key ones I like to make a note. So, if it’s a seminal paper that I know I’ll be referring back to.

Thus, students talked about how hard they worked to set up routines and processes to enable them to manage time and their research projects. As in the above excerpts, they referred to categorising documents, searching for resources, undertaking analysis, managing data, and producing the thesis itself.

In working out one’s system or flow, this student highlighted the need to know about the affordances of ICT and how others had made use of them.

…you do need to know a bit about each of the individual … capabilities of the different systems to know what's even possible… but alongside that you're kind of reading other people's ideas of how they did it, and you think that bit might work for me oh, but that bit won't… so then you can kind of mix and match a bit.

The drawing in Fig.  3 highlights the “flow”. Absent of all words, this illustration draws attention to the movement of ideas, thoughts, processes and actions, from a number of different points but all ultimately converging or contributing to the one path.

ICT and the individual are in a complementary partnership

There was a hint that at least one of the supervisors saw the need for a workflow in this same vein: “So long as [the students are] happy with what they’re using – they should use ‘a’ system,”

In summary, this assertion highlights that what is important with respect to ICT and the doctoral process is how it all comes together within one’s flow. That flow incorporates active effort on the part of the individual in finding ICT and practices that suit the individual’s approaches as well as their project demands.

Assertion 4: ICT are not neutral; there is a two-way interaction between technologies as artefacts and the use of them to achieve ends. ICT and the person are intricately linked through multiple active, practical, goal-oriented connections.

This assertion draws attention to the nature of technology as a phenomenon; that technology is not an impartial tool that has no influence on the way humans act and react. This assertion presents ICT as an artefact of technological design activity; as a source of improving efforts to achieve an endpoint; but also as an influencer and even determiner of the thinking and practices of the person interacting with the ICT (e.g., Baird, 2002 ).

On what could be argued a superficial level, this student noted some active connection between the person and the software application, beyond simple use, when he commented:

I think it goes both ways, the product has to be intuitive and you’ve got to have a little bit of inclination to try out different things.

Others went beyond the superficial to describe more in-depth relationships between themselves and the ICT they were using. When discussing her use of software to help her manage her project and her time, this student talked about how the ICT she was using supported and enhanced her thinking.

Using the application] really changed the way I started to think about [my research]. I started to be less worried about the big overwhelming long term stuff that was out there and just think, okay, this week, what am I going to do this week, how am I going to be really efficient and targeted, and I think that really helped me.

Following is another example of how ICT helped solve a problem while simultaneously having an influence on behaviour; in this instance with organising notes, ideas and documents.

“… and it's the same with my note-taking because [the programme] that I use has a similar sort of functionality that it can search text that you've written but also search notes and PDF docs and those kind of things, so it means that when you've had a random thought and put it somewhere you can find it again. Which is huge for me, so I guess that … the power of the search engine is probably the thing that drove me to become paperless, so it helps me to organize myself much better. … filing paper is a skill that I have not mastered whereas filing digital stuff is not as important because you can always just find it again.

Figure  4 illustrates this intricately intertwined interactivity among person, purpose, project, ICT and outcomes.

ICT and the person are intricately linked through multiple active, practical, goal-oriented connections

While we did not find strong evidence for supervisors’ thoughts about this integrated and embedded notion of ICT, one supervisor did note “I could probably build them into my system, but I just never have”.

In summary, Assertion 4 highlights the integral role that ICT can be perceived to play in doctoral research processes. This is more than the working-alongside connection illustrated by Assertion 2 and the complementary partnership characterised by Assertion 3.

Assertions 1 and 2 highlight that individuals hold assumptions about, and have expectations of, ICT use; and those expectations and assumptions influence and determine their judgements about ICT and their use of ICT. The assertions point to connections between perceptions and practices. Assertion 1 describes a perception that ICT are separate from the person and the task-at-hand, while Assertion 2 presents a perception in which the person and the ICT are working alongside each other in harmony or at least in a loose partnership. Both assertions focus on endpoints, but the endpoints vary according to the perception of where ICT fit into the journey towards their achievement. For Assertion 1-type expressions, there is one major endpoint. For Assertion 2-type expressions, there are multiple, shorter-term endpoints that build towards achieving the major goal of completing the thesis.

Building on Assertions 1 and 2 are Assertions 3 and 4, which highlight what may be argued as more complex levels of perceiving and working with ICT. Both assertions give some focus to inter-connections, where people and ICT partner or collaborate. Assertion 3 depICT a perception that is about complementarity; where ICT affordances are seen as worthwhile when they support and enhance the work of the individual in ways that make sense to that individual. Assertion 4 builds on Assertion 3 by bringing to light the relationship in which the person alters and changes thinking or practices because of the influence that ICT affordances can have. No evidence was found to support a possible additional claim that as well as ICT causing individuals to alter and modify thinking and behaviours due to their existence, ICT, in turn, are perceived to be able to alter their ways of responding to the people who use them. This is not out of the realms of possibility of course, with ICT increasingly being designed and built to be able to respond to users’ needs.

It is also worth mentioning that the ‘types’ of ICT and the extent of their use by the participants was not the focus of this study. However, the findings suggested that the participants’ ICT use, regardless of their PhD phase and broad discipline background, might have reflected their inability to realise the advantages of learning how to use current ICT-related devices, tools, and applications to enhance the process of undertaking their doctoral research. The evidence that emerged in this study indicated that participants’ perspectives of ICT determined their adoption practices in general (i.e., as illustrated through the four assertions). The boarder higher education context including the specific institution and supervisors, might have neglected the explicit support of PhD students’ ICT capability development in this process.

In addition, while there is no similar study being found thus far, the insights gained from this study are actually similar to the findings in the research studies into the role of ICT in undergraduate education (Butson & Sim, 2013 ; Sim & Butson, 2013 , 2014 ). Results in those studies, demonstrated students’ low levels of ICT use, may be an indication that digital devices and digital tools do not play a significant role in daily study practices. Researchers such as Esposito, Sangrà & Maina ( 2013 ) also show that the PhD students’ learning to become researchers in the digital age is much more complex than is often suggested (e.g., the skills of Prenksy ( 2001 ) “digital natives”). Becoming a researcher involves developing a complex set of knowledge, intellectual abilities, techniques and professional standards. The Researcher Development Framework (Careers Research and Advisory Centre (CRAC), 2010 ) illustrates one useful attempt at mapping out that complexity. It could be that both students’ and supervisors’ adoption of ICT for academic purposes has been overshadowed or taken for granted as a consequence of their advanced academic level.

Implications

The four assertions can be used to provide some guidance to those supporting and participating in doctoral research processes. Students and supervisors do possess a vast array of skills, knowledge and abilities. They have a variety of experiences as well as varying reasons and levels of motivation. Their skills and capacity to make use of ICT to support their roles in the research process vary as well. The assertions that have emerged from this study will inform the planning for support activities to enhance supervisors’ and students’ professional development, whatever their background and needs.

Depending on the perceptions held about ICT and the relationship between ICT and the person in the context of the task and its goals (i.e., the doctoral study) within the doctoral research process as depicted in the four assertions, ICT tend to be seen as a challenge, a change or an opportunity. In the context of ICT use, doctoral students and supervisors may:

assume that if they do not already know how to use something it is not worth learning or exploring as that learning brings with it risk to quality, efficiency and effectiveness of the doctoral research process; and/or.

assume that students will work out the place that ICT play within the research process for themselves.

The findings of this study suggest the need to.

challenge existing ICT knowledge and skill, and to support acceptance of the need to change practices;

teach technological thinking, to enable choice and decision making about ICT;

embed ICT into practices in meaningful ways to suit individual and project needs;

highlight (explicit) responsibilities about thinking and planning skills with respect to making the best use of ICT, to ensure efficiency and effectiveness;

realise that the research process is as much about how it happens as what happens;

recast assumptions about the doctoral research process to embed ICT within it;

reflect on the meaning of effectiveness and efficiency in the context of doctoral research; and the effects of ICT in supporting and facilitating them;

understand that there is a link among ICT thinking and practice: using ICT can enhance or raise ideas that were never thought of before.

This study explored perceptions of doctoral supervisors and students of the role and place of ICT in supervision and study. It generated four assertions characterising those perceptions the relationships among people, ICT and the task-at-hand, that is, the supervised research process. As Castañeda and Selwyn ( 2018 ) argue, it is important that we have an active commitment to ‘think otherwise’ about how ICT might be better implemented across higher education settings” (p. 8). We should not assume that ICT are not important enough to let them fade into the background as they become normalised, without questioning the interrelationships that are happening between the person and the ICT. In the doctoral research setting, as one example of a higher education context, ICT do have a role to play. They cannot and should not be ignored. But seeing ICT in relationship to the person and to the setting is essential.

This project has provided insights into the doctoral students and supervisors’ perceptions of the roles played by ICT during doctoral research process. There are complex human factors, including assumptions, attitudes and conceptions about academic practices, influencing and determining perspectives as well as how ICT are incorporated into doctoral research process, behaviours and practices. Just as Kandiko and Kinchin ( 2012 ) argue that supervision cannot be looked at in the absence of the research work in which it occurs, we argue that doctoral students’ understanding and use of ICT cannot be considered independently of their research work; and that work includes relationships with their project, their supervisors, within the context of the institution, and with the ICT they do and could engage with.

Directly associated with the outcomes of this study, future studies and further exploration could focus on:

ICT use by larger and more diverse groups of doctoral students from a range of fields within discipline areas at institutions outside New Zealand;

building on the findings in order to determine how intensity of ICT use might change for students across the course of their candidature, and in relation to the nature of their research projects;

the role of supervisors, academic departments, and institutions in supporting and enhancing students’ practices and beliefs about ICT in research processes;

the ways in which supervisors engage ICT in their daily academic practices, with a view to exploring how, or if, their ICT use is an influence on PhD students’ beliefs and behaviours in using ICT.

Studying ICT in these directions could offer fresh perspectives and opportunities to think differently and reveal an active way of understanding the role of ICT in doctoral education.

Availability of data and materials

These are not available for open access as their access is bound by the ethical agreement approved by the two institutions and made with the participants in the study.

Aghaee, N., Jobe, W. B., Karunaratne, T., Smedberg, Å., Hansson, H., & Tee, M. (2016). Interaction gaps in PhD education and ICT as a way forward: Results from a study in Sweden. International Review of Research in Open and Distance Learning , 17 (3) Retrieved from https://search.proquest.com/docview/1805463156?accountid=14700 .

Åkerlind, G., & McAlpine, L. (2017). Supervising doctoral students: Variation in purpose and pedagogy. Studies in Higher Education , 42 (9), 1686–1698. https://doi.org/10.1080/03075079.2015.1118031 .

Article   Google Scholar  

Baird, D. (2002). Thing knowledge: Function and truth. Techné: Research in Philosophy and Technology , 6 (2), 96–105. https://scholar.lib.vt.edu/ejournals/SPT/v6n2/ .

MathSciNet   Google Scholar  

Butson, R., & Sim, K. N. (2013). The role of personal computers in undergraduate education. International Journal of Digital Literacy and Digital Competence , 4 (3), 1–9. https://doi.org/10.4018/ijdldc.201307010 .

Careers Research and Advisory Centre (CRAC) (2010). Researcher development framework , (pp. 1–22) Retrieved from https://www.vitae.ac.uk/vitae-publications/rdf- related/researcher-development-framework-rdf-vitae.pdf .

Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education , 15 (22), 1–10. https://doi.org/10.1186/s41239-018-0109-y .

Cotterall, S. (2011). Doctoral students writing: Where's the pedagogy? Teaching in Higher Education , 16 (4), 413–425. https://doi.org/10.1080/13562517.2011.560381 .

Dowling, R., & Wilson, M. (2017). Digital doctorates? An exploratory study of PhD candidates’ use of online tools. Innovations in Education and Teaching International , 54 (1), 76–86. https://doi.org/10.1080/14703297.2015.1058720 .

Erickson F. (2012). Qualitative research methods for science education. In Fraser, B., Tobin, K., & McRobbie, C. J. (Eds.), Second international handbook of science education . (Springer International Handbooks of Education, Vol. 2, pp. 1451–69). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-9041-7_93 .

Google Scholar  

Esposito, A., Sangrà, A., & Maina, M. (2013). How Italian PhD students reap the benefits of instiutional resources and digital services in the open web. Proceedings of the International technology, education and development (INTED) conference , pp. 6490-6500. Valencia: Spain. ISBN: 978-84-616-2661-8.

Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation . Newbury Park: Sage.

Kandiko, C. B., & Kinchin, I. M. (2012). What is a doctorate? A concept-mapped analysis of process versus product in the supervision of lab-based PhDs. Educational Research , 54 (1), 3–16. https://doi.org/10.1080/00131881.2012.658196 .

Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education , 33 (3), 267–281. https://doi.org/10.1080/03075070802049202 .

Mahmood, K. (2016). Do people overestimate their information literacy skills? A systematic review of empirical evidence on the Dunning-Kruger effect. Communications in Information Literacy , 10 (2), 199–212. https://doi.org/10.15760/comminfolit.2016.10.2.24 .

Marshall, S., & Shepherd, D. (2016). E-learning in tertiary education. Highlights from Ako Aotearoa projects . Wellington: Ako Aotearoa https://akoaotearoa.ac.nz/download/ng/file/group-4/e-learning-in-tertiary-education-highlights-from-ako-aotearoa-research.pdf .

Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research , 1 (2) Retrieved from https://search.proquest.com/docview/867646667?accountid=14700 .

Nichols, M., Anderson, B., Campbell, M., & Thompson, J. (2014). An online orientation to open, flexible and distance learning Ako Aotearoa and the distance education Association of New Zealand (DEANZ). https://ako.ac.nz/knowledge-centre/an-online-orientation-to-open-flexible-and-distance-learning/ .

Prenksy, M. (2001). Digital natives, digital immigrants, part II. Do they really think differently? On the . Horizon , 9 (6), 1–6.

Silverman, D. (2001). Interpreting qualitative data. 2nd Ed. London: Sage.

Sim, K. N., & Butson, R. (2013). Do undergraduates use their personal computers to support learning? Procedia - Social and Behavioral Sciences , 103 , 330–339. https://doi.org/10.1016/j.sbspro.2013.10.341 .

Sim, K. N., & Butson, R. (2014). To what degree are undergraduate students using their personal computers to support their daily study practices? IAFOR Journal of Education , 2 (1), 158–171 Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1080348&site=ehost-live .

Stensaker, B., Maassen, P., Borgan, M., Oftebro, M., & Karseth, B. (2007). Use, updating and integration of ICT in higher education: Linking purpose, people and pedagogy. Higher Education , 54 , 417–433. https://doi.org/10.1007/s10734-006-9004-x .

Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation , 27 (2), 237–246. https://doi.org/10.1177/1098214005283748 .

Wetton, N. M., & McWhirter, J. (1998). Images and curriculum development in health education. In J. Prosser (Ed.), Image-based research: A sourcebook for qualitative researcher , (pp. 263–283). London: Falmer Press.

Zhou, E., & Okahana, H. (2019). The role of department supports on doctoral completion and time-to-degree. Journal of College Student Retention: Research, Theory & Practice , 20 (4), 511–529. https://doi.org/10.1177/1521025116682036 .

Download references

Acknowledgements

We thank the students and supervisors who shared their reflections and willingly engaged with us in this project.

We acknowledge the support of Ako Aotearoa, The National Centre for Tertiary Teaching Excellence, New Zealand through its Regional Hub Project Fund (RHPF), and the support of our institutions, University of Otago and Victoria University of Wellington.

Author information

Authors and affiliations.

Distance Learning, University of Otago, Dunedin, New Zealand

Sarah J. Stein

Centre for Academic Development, Victoria University of Wellington, Wellington, New Zealand

Kwong Nui Sim

You can also search for this author in PubMed   Google Scholar

Contributions

The authors are responsible for the entire project that is reported in this paper. The writing of the manuscript was led by the first author in collaboration with the second author. The authors read and approved the final manuscript.

Corresponding author

Correspondence to Sarah J. Stein .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Stein, S.J., Sim, K.N. Enhancing the roles of information and communication technologies in doctoral research processes. Int J Educ Technol High Educ 17 , 34 (2020). https://doi.org/10.1186/s41239-020-00212-3

Download citation

Received : 02 February 2020

Accepted : 05 May 2020

Published : 10 September 2020

DOI : https://doi.org/10.1186/s41239-020-00212-3

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Doctoral research and supervision
• Information and communication technologies
• Participative drawing

What are some existing qualitative research titles for ICT students? Can you suggest any?

Sure! Here are some existing qualitative research titles for ICT students:

• The Impact of Artificial Intelligence on Cybersecurity: A Qualitative Study [3]
• Exploring User Experience in Mobile App Design: A Qualitative Analysis [3]
• Understanding the Challenges of Data Privacy in Cloud Computing: A Qualitative Investigation [3]
• Investigating the Role of Social Media in Information Sharing during Crisis Situations: A Qualitative Study [3]
• Examining the Factors Influencing User Adoption of E-commerce Platforms: A Qualitative Analysis [3]
• Exploring the Use of Virtual Reality in Education: A Qualitative Study [3]
• Understanding the Role of Gamification in Enhancing User Engagement: A Qualitative Investigation [3]
• Investigating the Impact of Blockchain Technology on Supply Chain Management: A Qualitative Analysis [3]
• Exploring the Challenges and Opportunities of Internet of Things (IoT) in Smart Cities: A Qualitative Study [3]
• Understanding the Factors Influencing User Trust in Online Banking: A Qualitative Investigation [3]

These research titles cover a range of topics within the field of ICT and provide opportunities for qualitative research on various aspects of technology and its impact on society.

Learn more:

• 150+ Qualitative Research Topics for a Great Paper
• Top 60 Examples of Qualitative Research Topics - Papersowl
• 224 Research Topics on Technology & Computer Science

Continue the conversation

Explore more.

• Our Promise
• Our Achievements
• Our Mission
• Proposal Writing
• System Development
• Paper Writing
• Paper Publish
• Synopsis Writing
• Thesis Writing
• Assignments
• Survey Paper
• Conference Paper
• Journal Paper
• Empirical Paper
• Journal Support
• Research Title Ideas for ICT Students

In current years, various ideas have emerged in the field of Information and Communication Technology (ICT). The compilation of ICT research proposal subjects provided below serves as a useful guide to initiate your research endeavors. While certain topics are straightforward, others present a more intricate nature. Additionally, the challenging topics are accompanied by brief descriptions to facilitate a quick assessment of their appeal to you. On the basis of different fields within ICT, we suggest numerous research title ideas together with an explicit description and that deal with latest technological possibilities and limitations:

• The Impact of Remote Work on Network Infrastructure and Security
• Description: For detecting issues and suggesting strategies, explore how the industrial network safety and architecture are impacted by the transition to remote work. In terms of the constant impacts of COVID-19 pandemic on job practices, this research topic is more important.
• Utilizing Blockchain Technology for Secure E-Voting Systems
• Description: The major goal of this study is to investigate how the reliability, morality, and safety of electronic voting frameworks can be improved by the mechanism of blockchain. This topic is considered as effective as well as significant due to the emerging issues based on election safety across the world.
• Developing a Machine Learning Model to Predict Cybersecurity Threats
• Description: To find possible cybersecurity hazards in advance, aim to develop predictive frameworks through the utilization of machine learning. As the cybersecurity hazards are turning into more complex, and the requirement for effective safety policies become high, this study is determined as most significant.
• IoT-Based Smart Agriculture Solutions for Sustainable Farming
• Description: With the aim of improving farming practices, minimizing ecological effects, and reinforcing crop productions, this research concentrates on the creation and implementation of Internet of Things (IoT) mechanisms. In farming, the major problem based on sustainability can be solved by this topic effectively.
• Augmented Reality in Education: Enhancing Learning Experiences
• Description: For enhancing academic results through offering communicative and engaging learning practices, the effectiveness of augmented reality (AR) has to be studied. The evolving educational technology domain could be advanced by this study in an efficient manner.
• Enhancing Accessibility in Digital Platforms Through User-Centered Design
• Description: To create online settings for the disabled persons in a user-friendly and convenient way, how the standards of user-centered design can be implemented is explored in this study. The relevance of accessibility in the advancement of technology is highlighted in this study topic.
• Next-Generation Wireless Networks: 5G Technology and Its Applications
• Description: This research topic is examined as the advancement of telecommunications study. It investigates the 5G wireless mechanism in the context of its issues, possible applications, abilities, its influence on smart cities, IoT, and over that.
• The Role of ICT in Mitigating Climate Change: Opportunities and Challenges
• Description: By considering energy-effectiveness, smart mechanisms, and facilitating remote work and education, in what way ICT can advance climate change reduction endeavors has to be analyzed. For interpreting the ecological effect of ICT, this study is critical.
• Assessing the Effectiveness of AI-Powered Chatbots in Customer Service
• Description: For the industries that are intending to enhance consumer service processes, this study is highly crucial. By comparing with human consumer service members, the consumer contentment and efficiency of AI-driven chatbots have to be assessed.  
• Privacy-Preserving Data Mining Techniques in the Age of Big Data
• Description: To retrieve essential details from a wide range of datasets without compromising personal confidentiality, explore techniques and methods. Due to the emergence of problems in terms of data confidentiality together with the increase of big data, this exploration is considered as more relevant.

What is an example of ICT title?

Information and Communication Technology (ICT) is an interesting area of study and presents novel approaches in several researches. Below, we list out ten effective instances of ICT-based research titles along with explanation based on technological issues and various research areas:

• The Role of Artificial Intelligence in Enhancing E-Commerce Personalization and Customer Experience
• For enhancing involvement and contentment, how e-commerce practices can be altered by the mechanisms of AI based on each user’s priorities has to be investigated.
• Cybersecurity in the IoT Era: Challenges and Solutions for Protecting Connected Devices
• The novel security risks that are caused by the Internet of Things (IoT) must be explored. To secure from cyber hazards, suggest more powerful solutions.
• Blockchain Technology in Healthcare: A Pathway to Secure and Efficient Patient Data Management
• By considering confidentiality, interoperability, and safety, aim to analyze the effectiveness of blockchain technology, especially for transforming healthcare data handling.
• Evaluating the Impact of Virtual Reality on Educational Outcomes in STEM Fields
• In various fields like science, technology, engineering, and mathematical education, how learning and understanding can be improved by virtual reality (VR) tools has to be evaluated.
• 5G Networks and Beyond: Analyzing the Future of Wireless Communication Technology
• Investigate the 5G mechanism based on its developments, social impacts, and limitations. Its possible advancements into 6G technology and over that must also be studied.
• Machine Learning Techniques for Predictive Maintenance in Manufacturing Industries
• For minimizing expenses and break, how the methods of machine learning can forecast equipment faults and improve maintenance planning should be explored.
• Digital Divide and Access to Information: Strategies for Bridging the Gap in Rural Communities
• By concentrating on enhancing information technology availability in unprivileged rural regions, this research intends to tackle the digital divide issue by investigating strategies.
• Augmented Reality as a Tool for Cultural Heritage Preservation and Education
• To improve the maintenance and depiction of cultural heritage artworks and places, how augmented reality (AR) will be useful has to be analyzed.
• The Ethics of Artificial Intelligence: Navigating Privacy, Bias, and Decision-Making
• Aim to solve any moral concerns based on AI technology. It is also important to focus on various problems in terms of algorithmic unfairness, the independence of decision-making frameworks, and confidentiality.
• Smart Cities and Urban Sustainability: Integrating ICT Solutions for Greener Urban Living
• Consider in what way technology can advance ecological preservation and sustainable urban strategies. This idea is specifically for exploring the ICT contribution in the smart city creation.

ICT Implementation Writing Services

phdservices.org encompass a wide range of services such as programming languages, software development, data analysis, simulations, and more. We employ highly skilled developers specializing in all ICT fields relevant to your area of study. So get our ICT Implementation Writing Services to score high grade.

• Abnormal objective recognition in video based on data mining of finance industry
• An Integrated Observing Technic for Collaborative Learning: The Multimodal Learning Analytics Based on the Video Coding and EEG Data Mining
• Controlling the visualization: evaluating spatial data mining patterns while exploring a familiar geographic environment
• Analysis of Multi Index Association of Power Grid Work Order based on Data Mining
• An Approach to Protect the Privacy of Cloud Data from Data Mining Based Attacks
• Survey into predictive key performance indicator analysis from data mining perspective
• Semi Supervised Prediction Model in Educational Data Mining
• Data mining-based fault detection and prediction methods for in-orbit satellite
• Fuzzy data mining based on the compressed fuzzy FP-trees
• A new method for automatically constructing concept maps based on data mining techniques
• Operation and Maintenance Management and Decision Analysis in Distribution Network Based on Big Data Mining
• The Fault Data Mining of Supervision Equipment of Urban Rail Transit Based on Clustering
• Digital Archiving and Data Mining of Historic Document
• Using divide-and-conquer GA strategy in fuzzy data mining
• PASCMP: A novel cache framework for data mining application
• Improving expression data mining through cluster validation
• Power quality data mining using soft computing and wavelet transform
• A data mining approach for spatial modeling in small area load forecast
• Finding peculiar students from student database using outlier analysis: Data mining approach
• The ontology construction and data mining research of PDM system
• Preliminary description of NACK-based ad-hoc On-demand Distance Vector routing protocol for MANETs
• Energy Efficient Cooperative Communication in Multi-Radio Multi-Channel Large Scale MANETs
• Comparing Performance of Group Communications Protocols Over SCB versus Routed MANET Networks
• A Protocol for End-to-End Key Establishment During Route Discovery in MANETs
• Intrusion detection system on MAC layer for attack prevention in MANET
• Authentication and dynamic key management protocol based on certified tokens for manets
• An architecture for secure interoperability between coalition tactical MANETs
• Adaptive fuzzy inference system for detection and prevention of cooperative black hole attack in MANETs
• A Survey of Selfish Nodes Detection in MANET: Solutions and Opportunities of Research
• Performance analysis for diverse simulation scenarios for DSDV, DSR and AODV MANET routing protocols
• A new tuning maximum congestion window for improving TCP performance in MANET
• REDMAN: a decentralized middleware solution for cooperative replication in dense MANETs
• Density and mobility impact on MANET routing protocols in a maritime environment
• A novel routing method for improving message delivery delay in hybrid DTN-MANET networks
• Large Scale Distributed Disaster Information System based on MANET and Overlay Network
• Performance of agro-sensors: Assessment of optimality in routing protocols of MANET in wireless sensor networks
• A novel communication mode selection technique for DTN over MANET architecture
• MAPNaS: a lightweight, locality-aware peer-to-peer based name service for MANETs
• A Congestion Window Control Mechanism Based on Fuzzy Logic to Improve TCP Performance in MANETs
• Deploying Lightweight Queue Management for improving performance of Mobile Ad-hoc Networks (MANETs)
• Simulation of Evacuation Route Guidance Considering Evacuation Situation Changes in MANET-Based Building Evacuation System
• Performance Analysis of Bellman Ford, AODV, DSR, ZRP and DYMO Routing Protocol in MANET using EXATA
• Experimental results for low overhead frequency offset estimation in MANETs with concurrent transmission
• A new technique for AODV based secure routing with detection black hole in MANET
• Adaptive hierarchical resource management for satellite channel in hybrid MANET-satellite-Internet network
• EPPN: Extended Prime Product Number based wormhole DETECTION scheme for MANETs
• Effect of Adapter Promiscuous Mode Operation on DSR Performance in MANETs
• ReverseRoute: An Application-Layer Scheme for Detecting Blackholes in MANET Using Mobile Agents
• A Two-Dimensional Logical Coordinate System for Hexagonal Grids in MANETs
• A fuzzy-timestamp based adaptive gateway discovery protocol in integrated Internet-MANET

MILESTONE 1: Research Proposal

Finalize journal (indexing).

Before sit down to research proposal writing, we need to decide exact journals. For e.g. SCI, SCI-E, ISI, SCOPUS.

Research Subject Selection

As a doctoral student, subject selection is a big problem. Phdservices.org has the team of world class experts who experience in assisting all subjects. When you decide to work in networking, we assign our experts in your specific area for assistance.

Research Topic Selection

We helping you with right and perfect topic selection, which sound interesting to the other fellows of your committee. For e.g. if your interest in networking, the research topic is VANET / MANET / any other

Literature Survey Writing

To ensure the novelty of research, we find research gaps in 50+ latest benchmark papers (IEEE, Springer, Elsevier, MDPI, Hindawi, etc.)

Case Study Writing

After literature survey, we get the main issue/problem that your research topic will aim to resolve and elegant writing support to identify relevance of the issue.

Problem Statement

Based on the research gaps finding and importance of your research, we conclude the appropriate and specific problem statement.

Writing Research Proposal

Writing a good research proposal has need of lot of time. We only span a few to cover all major aspects (reference papers collection, deficiency finding, drawing system architecture, highlights novelty)

MILESTONE 2: System Development

Fix implementation plan.

We prepare a clear project implementation plan that narrates your proposal in step-by step and it contains Software and OS specification. We recommend you very suitable tools/software that fit for your concept.

Tools/Plan Approval

We get the approval for implementation tool, software, programing language and finally implementation plan to start development process.

Pseudocode Description

Our source code is original since we write the code after pseudocodes, algorithm writing and mathematical equation derivations.

Develop Proposal Idea

We implement our novel idea in step-by-step process that given in implementation plan. We can help scholars in implementation.

Comparison/Experiments

We perform the comparison between proposed and existing schemes in both quantitative and qualitative manner since it is most crucial part of any journal paper.

Graphs, Results, Analysis Table

We evaluate and analyze the project results by plotting graphs, numerical results computation, and broader discussion of quantitative results in table.

Project Deliverables

For every project order, we deliver the following: reference papers, source codes screenshots, project video, installation and running procedures.

MILESTONE 3: Paper Writing

Choosing right format.

We intend to write a paper in customized layout. If you are interesting in any specific journal, we ready to support you. Otherwise we prepare in IEEE transaction level.

Collecting Reliable Resources

Before paper writing, we collect reliable resources such as 50+ journal papers, magazines, news, encyclopedia (books), benchmark datasets, and online resources.

Writing Rough Draft

We create an outline of a paper at first and then writing under each heading and sub-headings. It consists of novel idea and resources

Proofreading & Formatting

We must proofread and formatting a paper to fix typesetting errors, and avoiding misspelled words, misplaced punctuation marks, and so on

Native English Writing

We check the communication of a paper by rewriting with native English writers who accomplish their English literature in University of Oxford.

Scrutinizing Paper Quality

We examine the paper quality by top-experts who can easily fix the issues in journal paper writing and also confirm the level of journal paper (SCI, Scopus or Normal).

Plagiarism Checking

We at phdservices.org is 100% guarantee for original journal paper writing. We never use previously published works.

MILESTONE 4: Paper Publication

Finding apt journal.

We play crucial role in this step since this is very important for scholar’s future. Our experts will help you in choosing high Impact Factor (SJR) journals for publishing.

Lay Paper to Submit

We organize your paper for journal submission, which covers the preparation of Authors Biography, Cover Letter, Highlights of Novelty, and Suggested Reviewers.

Paper Submission

We upload paper with submit all prerequisites that are required in journal. We completely remove frustration in paper publishing.

Paper Status Tracking

We track your paper status and answering the questions raise before review process and also we giving you frequent updates for your paper received from journal.

Revising Paper Precisely

When we receive decision for revising paper, we get ready to prepare the point-point response to address all reviewers query and resubmit it to catch final acceptance.

Get Accept & e-Proofing

We receive final mail for acceptance confirmation letter and editors send e-proofing and licensing to ensure the originality.

Publishing Paper

Paper published in online and we inform you with paper title, authors information, journal name volume, issue number, page number, and DOI link

MILESTONE 5: Thesis Writing

Identifying university format.

We pay special attention for your thesis writing and our 100+ thesis writers are proficient and clear in writing thesis for all university formats.

Gathering Adequate Resources

We collect primary and adequate resources for writing well-structured thesis using published research articles, 150+ reputed reference papers, writing plan, and so on.

Writing Thesis (Preliminary)

We write thesis in chapter-by-chapter without any empirical mistakes and we completely provide plagiarism-free thesis.

Skimming & Reading

Skimming involve reading the thesis and looking abstract, conclusions, sections, & sub-sections, paragraphs, sentences & words and writing thesis chorological order of papers.

Fixing Crosscutting Issues

This step is tricky when write thesis by amateurs. Proofreading and formatting is made by our world class thesis writers who avoid verbose, and brainstorming for significant writing.

Organize Thesis Chapters

We organize thesis chapters by completing the following: elaborate chapter, structuring chapters, flow of writing, citations correction, etc.

Writing Thesis (Final Version)

We attention to details of importance of thesis contribution, well-illustrated literature review, sharp and broad results and discussion and relevant applications study.

How PhDservices.org deal with significant issues ?

1. novel ideas.

Novelty is essential for a PhD degree. Our experts are bringing quality of being novel ideas in the particular research area. It can be only determined by after thorough literature search (state-of-the-art works published in IEEE, Springer, Elsevier, ACM, ScienceDirect, Inderscience, and so on). SCI and SCOPUS journals reviewers and editors will always demand “Novelty” for each publishing work. Our experts have in-depth knowledge in all major and sub-research fields to introduce New Methods and Ideas. MAKING NOVEL IDEAS IS THE ONLY WAY OF WINNING PHD.

2. Plagiarism-Free

To improve the quality and originality of works, we are strictly avoiding plagiarism since plagiarism is not allowed and acceptable for any type journals (SCI, SCI-E, or Scopus) in editorial and reviewer point of view. We have software named as “Anti-Plagiarism Software” that examines the similarity score for documents with good accuracy. We consist of various plagiarism tools like Viper, Turnitin, Students and scholars can get your work in Zero Tolerance to Plagiarism. DONT WORRY ABOUT PHD, WE WILL TAKE CARE OF EVERYTHING.

3. Confidential Info

We intended to keep your personal and technical information in secret and it is a basic worry for all scholars.

• Technical Info: We never share your technical details to any other scholar since we know the importance of time and resources that are giving us by scholars.
• Personal Info: We restricted to access scholars personal details by our experts. Our organization leading team will have your basic and necessary info for scholars.

CONFIDENTIALITY AND PRIVACY OF INFORMATION HELD IS OF VITAL IMPORTANCE AT PHDSERVICES.ORG. WE HONEST FOR ALL CUSTOMERS.

4. Publication

Most of the PhD consultancy services will end their services in Paper Writing, but our PhDservices.org is different from others by giving guarantee for both paper writing and publication in reputed journals. With our 18+ year of experience in delivering PhD services, we meet all requirements of journals (reviewers, editors, and editor-in-chief) for rapid publications. From the beginning of paper writing, we lay our smart works. PUBLICATION IS A ROOT FOR PHD DEGREE. WE LIKE A FRUIT FOR GIVING SWEET FEELING FOR ALL SCHOLARS.

5. No Duplication

After completion of your work, it does not available in our library i.e. we erased after completion of your PhD work so we avoid of giving duplicate contents for scholars. This step makes our experts to bringing new ideas, applications, methodologies and algorithms. Our work is more standard, quality and universal. Everything we make it as a new for all scholars. INNOVATION IS THE ABILITY TO SEE THE ORIGINALITY. EXPLORATION IS OUR ENGINE THAT DRIVES INNOVATION SO LET’S ALL GO EXPLORING.

Client Reviews

I ordered a research proposal in the research area of Wireless Communications and it was as very good as I can catch it.

I had wishes to complete implementation using latest software/tools and I had no idea of where to order it. My friend suggested this place and it delivers what I expect.

It really good platform to get all PhD services and I have used it many times because of reasonable price, best customer services, and high quality.

My colleague recommended this service to me and I’m delighted their services. They guide me a lot and given worthy contents for my research paper.

I’m never disappointed at any kind of service. Till I’m work with professional writers and getting lot of opportunities.

- Christopher

Once I am entered this organization I was just felt relax because lots of my colleagues and family relations were suggested to use this service and I received best thesis writing.

I recommend phdservices.org. They have professional writers for all type of writing (proposal, paper, thesis, assignment) support at affordable price.

You guys did a great job saved more money and time. I will keep working with you and I recommend to others also.

These experts are fast, knowledgeable, and dedicated to work under a short deadline. I had get good conference paper in short span.

Guys! You are the great and real experts for paper writing since it exactly matches with my demand. I will approach again.

I am fully satisfied with thesis writing. Thank you for your faultless service and soon I come back again.

Trusted customer service that you offer for me. I don’t have any cons to say.

I was at the edge of my doctorate graduation since my thesis is totally unconnected chapters. You people did a magic and I get my complete thesis!!!

- Abdul Mohammed

Good family environment with collaboration, and lot of hardworking team who actually share their knowledge by offering PhD Services.

I enjoyed huge when working with PhD services. I was asked several questions about my system development and I had wondered of smooth, dedication and caring.

I had not provided any specific requirements for my proposal work, but you guys are very awesome because I’m received proper proposal. Thank you!

- Bhanuprasad

I was read my entire research proposal and I liked concept suits for my research issues. Thank you so much for your efforts.

- Ghulam Nabi

I am extremely happy with your project development support and source codes are easily understanding and executed.

Hi!!! You guys supported me a lot. Thank you and I am 100% satisfied with publication service.

- Abhimanyu

I had found this as a wonderful platform for scholars so I highly recommend this service to all. I ordered thesis proposal and they covered everything. Thank you so much!!!

Related Pages

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base

Methodology

• What Is Qualitative Research? | Methods & Examples

What Is Qualitative Research? | Methods & Examples

Published on June 19, 2020 by Pritha Bhandari . Revised on June 22, 2023.

Qualitative research involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research.

Qualitative research is the opposite of quantitative research , which involves collecting and analyzing numerical data for statistical analysis.

Qualitative research is commonly used in the humanities and social sciences, in subjects such as anthropology, sociology, education, health sciences, history, etc.

• How does social media shape body image in teenagers?
• How do children and adults interpret healthy eating in the UK?
• What factors influence employee retention in a large organization?
• How is anxiety experienced around the world?
• How can teachers integrate social issues into science curriculums?

Table of contents

Approaches to qualitative research, qualitative research methods, qualitative data analysis, advantages of qualitative research, disadvantages of qualitative research, other interesting articles, frequently asked questions about qualitative research.

Qualitative research is used to understand how people experience the world. While there are many approaches to qualitative research, they tend to be flexible and focus on retaining rich meaning when interpreting data.

Common approaches include grounded theory, ethnography , action research , phenomenological research, and narrative research. They share some similarities, but emphasize different aims and perspectives.

Note that qualitative research is at risk for certain research biases including the Hawthorne effect , observer bias , recall bias , and social desirability bias . While not always totally avoidable, awareness of potential biases as you collect and analyze your data can prevent them from impacting your work too much.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

Each of the research approaches involve using one or more data collection methods . These are some of the most common qualitative methods:

• Observations: recording what you have seen, heard, or encountered in detailed field notes.
• Interviews:  personally asking people questions in one-on-one conversations.
• Focus groups: asking questions and generating discussion among a group of people.
• Surveys : distributing questionnaires with open-ended questions.
• Secondary research: collecting existing data in the form of texts, images, audio or video recordings, etc.
• You take field notes with observations and reflect on your own experiences of the company culture.
• You distribute open-ended surveys to employees across all the company’s offices by email to find out if the culture varies across locations.
• You conduct in-depth interviews with employees in your office to learn about their experiences and perspectives in greater detail.

Qualitative researchers often consider themselves “instruments” in research because all observations, interpretations and analyses are filtered through their own personal lens.

For this reason, when writing up your methodology for qualitative research, it’s important to reflect on your approach and to thoroughly explain the choices you made in collecting and analyzing the data.

Qualitative data can take the form of texts, photos, videos and audio. For example, you might be working with interview transcripts, survey responses, fieldnotes, or recordings from natural settings.

Most types of qualitative data analysis share the same five steps:

• Prepare and organize your data. This may mean transcribing interviews or typing up fieldnotes.
• Review and explore your data. Examine the data for patterns or repeated ideas that emerge.
• Develop a data coding system. Based on your initial ideas, establish a set of codes that you can apply to categorize your data.
• Assign codes to the data. For example, in qualitative survey analysis, this may mean going through each participant’s responses and tagging them with codes in a spreadsheet. As you go through your data, you can create new codes to add to your system if necessary.
• Identify recurring themes. Link codes together into cohesive, overarching themes.

There are several specific approaches to analyzing qualitative data. Although these methods share similar processes, they emphasize different concepts.

Qualitative research often tries to preserve the voice and perspective of participants and can be adjusted as new research questions arise. Qualitative research is good for:

• Flexibility

The data collection and analysis process can be adapted as new ideas or patterns emerge. They are not rigidly decided beforehand.

• Natural settings

Data collection occurs in real-world contexts or in naturalistic ways.

• Meaningful insights

Detailed descriptions of people’s experiences, feelings and perceptions can be used in designing, testing or improving systems or products.

• Generation of new ideas

Open-ended responses mean that researchers can uncover novel problems or opportunities that they wouldn’t have thought of otherwise.

Researchers must consider practical and theoretical limitations in analyzing and interpreting their data. Qualitative research suffers from:

• Unreliability

The real-world setting often makes qualitative research unreliable because of uncontrolled factors that affect the data.

• Subjectivity

Due to the researcher’s primary role in analyzing and interpreting data, qualitative research cannot be replicated . The researcher decides what is important and what is irrelevant in data analysis, so interpretations of the same data can vary greatly.

• Limited generalizability

Small samples are often used to gather detailed data about specific contexts. Despite rigorous analysis procedures, it is difficult to draw generalizable conclusions because the data may be biased and unrepresentative of the wider population .

• Labor-intensive

Although software can be used to manage and record large amounts of text, data analysis often has to be checked or performed manually.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Chi square goodness of fit test
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Inclusion and exclusion criteria

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

There are five common approaches to qualitative research :

• Grounded theory involves collecting data in order to develop new theories.
• Ethnography involves immersing yourself in a group or organization to understand its culture.
• Narrative research involves interpreting stories to understand how people make sense of their experiences and perceptions.
• Phenomenological research involves investigating phenomena through people’s lived experiences.
• Action research links theory and practice in several cycles to drive innovative changes.

Data collection is the systematic process by which observations or measurements are gathered in research. It is used in many different contexts by academics, governments, businesses, and other organizations.

There are various approaches to qualitative data analysis , but they all share five steps in common:

• Prepare and organize your data.
• Review and explore your data.
• Develop a data coding system.
• Assign codes to the data.
• Identify recurring themes.

The specifics of each step depend on the focus of the analysis. Some common approaches include textual analysis , thematic analysis , and discourse analysis .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Bhandari, P. (2023, June 22). What Is Qualitative Research? | Methods & Examples. Scribbr. Retrieved July 31, 2024, from https://www.scribbr.com/methodology/qualitative-research/

Is this article helpful?

Pritha Bhandari

Other students also liked, qualitative vs. quantitative research | differences, examples & methods, how to do thematic analysis | step-by-step guide & examples, get unlimited documents corrected.

✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

• Write my thesis
• Thesis writers
• Buy thesis papers
• Bachelor thesis
• Master's thesis
• Thesis editing services
• Thesis proofreading services
• Buy a thesis online
• Write my dissertation
• Dissertation proposal help
• Pay for dissertation
• Custom dissertation
• Dissertation help online
• Buy dissertation online
• Cheap dissertation
• Dissertation editing services
• Write my research paper
• Buy research paper online
• Pay for research paper
• Research paper help
• Order research paper
• Custom research paper
• Cheap research paper
• Research papers for sale
• Thesis subjects
• How It Works

Qualitative Research Topics & Ideas For Students

Do you have difficulty finding a qualitative research title for your project? If you are, you need not worry because you are not alone. However, there are many unique qualitative titles you can explore for your research. You just need a few qualitative research title examples to get you started. Qualitative research is focused on data obtained through a researcher’s first-hand observations, natural setting recording, artifacts, case studies, documents, questionnaires, and interviews. The findings in qualitative research are usually non-numerical. Also, it is common in humanities and social sciences. This post provides over 100 qualitative research topics you can consider.

• The Best Qualitative Research Topics That Impress the Teacher

Exceptional Qualitative Research Topics In Social Science

Qualitative research title examples for students, fantastic examples of qualitative research titles, good topics to start for qualitative research, qualitative research topics in education, quick examples of qualitative research topics, qualitative research topics in the philippines, qualitative researches topics about humanity & social science, great choices of qualitative research title examples, qualitative research topics for students to think about, our examples of the best qualitative research topics that impress the teacher.

An excellent research topic will help you earn a good grade. Consider any example of a qualitative research title from the following options:

• The impacts of social media on physical social engagement in society
• The benefits of treating mental disorders with medication
• The effects of Gender-Based Violence on women’s social lives in rural areas
• The decline of academic pursuit in third-world countries
• Sexual workers: the stigma they experience
• How has the promotion of feminist values influenced workplaces?
• Free education: its impact in third-world countries
• What is the correlation between education and success?
• Ableism: its effects on disabled people in society
• Food insecurity in third-world nations

The topic of your research paper can influence how easily you can conduct your study and draw conclusions.

Here are fantastic examples of qualitative research titles:

• Female harm: how it is influenced by culture
• The socioeconomic impacts of free education
• The link between food insecurity and poor performance in schools
• Alcoholism among college students: a critical study
• How to mitigate child labor in our society
• The root causes of child labor in Latin America
• The stigma of living with transmissive medical conditions
• The root cause of the stigma of people living with disabilities
• How to identify depression in small children
• Signs of autism in kids below two years old

Choosing a qualitative research topic is not a task you should take lightly because it can influence your performance. Here are some noteworthy qualitative research titles examples:

• Basic patient care policies in developing nations
• The impacts of alcoholism on education
• Adult learning: what does it entail?
• Homeschooling: Is it the latest trend after the pandemic?
• Does computer literacy influence the quality of education kids enjoy?
• How to effectively teach students with learning disabilities
• The relationship between poor education systems and crime rates in third-world countries
• Student bullying: the psychological impacts
• Should high school students go through university preparedness programs?
• research writing in high schools: its significance

Are you looking for qualitative research topic examples to start your study? Below are some creative examples to consider:

• Remote tests: are they as effective as in-class tests?
• The value of social activities in academic institutions
• Why should healthcare be free in all countries?
• The implications of racist laws on society
• The reception of COVID-19 vaccines and treatments
• What is the difference between foreign policies in first-world and third-world nations?
• Racism and Colorism: what is the difference?
• Dissecting the causes of low voter turnouts in the 21 st century
• The challenges of social media on kid’s brain development
• The inclusion of black women in American politics and its impacts

When competing with several brilliant minds, a good research topic can do you greatly. The following qualitative research examples titles are a great place to start:

• Should school uniforms be discarded for high schoolers?
• The need for equal representation in global politics
• The implications of police brutality on politics
• The role of parental care in foster kids
• The distinction between Islamic values and Christian values
• The correlation between political instability and migration
• Sex trafficking and violence against women: what is the link?
• How can global governments eradicate homelessness?
• Fraternities and sororities: are they still relevant?
• The role of literature in promoting societal changes

Qualitative research is popular in the education field and other social sciences. Choose a qualitative research title example on the subject of education from the following list:

• Effectively introducing foreign languages in the high school curriculum
• How can teachers help students with disabilities improve their learning?
• The link between social activities and comprehension among students
• Research writing in high schools: is it necessary?
• How has virtual learning influenced teacher-student relationships?
• The implications of allowing smartphones in classes
• Should all schools introduce sign language lessons in their curriculum?
• Student loans: their impacts on black students
• The impacts of race on college acceptance rates
• Poverty and education: what is the link?
• Ethnic and socioeconomic causes of poor school attendance in developing worlds
• Various teaching methods and their efficiency
• Efficient teaching methods for children below two years
• Why do students perform better in humanities than in sciences?
• The difference between college acceptance and completion in most nations
• Remote learning in developing countries
• What are the best ways of approaching bullying in schools?
• How do teachers promote inequality among students?
• Does social class influence academic performance negatively or positively?
• How do teachers shape their students’ personalities?

Coming up with a qualitative research title can be hard because of the numerous subject areas and the issue of uniqueness. Therefore, we have prepared the following qualitative title examples for you:

• How to promote oral learning in classrooms
• Political instability in developing countries: its economic impacts
• The impacts of weather on social activities
• Boredom and poor-decision making: the connection
• Exploring the connection between attachment types and love languages
• Socioeconomic impacts of instability on a country
• How does social media impact the perception of reality
• Reality TV shows: are they a true reflection of reality?
• How culture applies to different age groups
• Is social media influencing the loss of cultural values?

You can base your research topic on a specific region or nation, like the Philippines. A sample qualitative research title can get you started. You can pick a sample qualitative research title from the ideas below:

• Why are so many Philippines residents migrating to America?
• The impact of politics on migration in the Philippines
• How has violence led to food insecurity in rural areas in the Philippines?
• The Philippine education system: an overview
• How cultural norms influence social activities in the Philippines
• Gender roles in the Philippines society
• How popular Filipino cultures have served as agents of social change in the nation
• The link between male dominance and GBV in the Philippines
• Barriers to clean hygiene in health centers in the Philippines
• The spread of COVID in rural areas in the Philippines

Most top performers in research subjects attribute their success to choosing the best title for qualitative research. Here are some qualitative research topics about humanities and social science to promote good performance:

• The impact of poor market rivalry on supply and demand
• The role of parents in shaping kids’ morals
• Is social media the root cause of poor societal morals?
• How does alcohol impact a person’s normal behavior?
• How often should adults engage in sporting activities?
• Children’s eating habits and their influences
• Low socioeconomic backgrounds and their impacts on self-esteem
• The effect of the COVID-19 pandemic on the world’s views on viral diseases
• How can school-going kids manage depression
• Causes of mental challenges among school-going kids

Finding a good topic for qualitative research is a critical task that requires a lot of thought and research. However, we have simplified the process with the following qualitative topic ideas:

• Pop music and erratic youth behavior: is there a link?
• How do public figures influence cultures?
• Ideas for improving healthcare in developing nations
• Possible solutions for alleviating the food crisis in developing nations
• New ways of mitigating viral diseases
• Social media trends among the elderly
• Quarantine as a mitigation approach for infectious diseases
• Promoting social justice in patriarchal societies
• Worrying trends among the young population
• Emerging marketing trends in 2023

Qualitative research for college and high school students helps improve reading, writing, and intellectual skills. Here are some qualitative research examples and topic ideas for students :

• How to detect and prevent natural disasters beforehand
• Can the whole world have the same education system?
• What is the most effective therapy for patients recuperating from brain surgery?
• Possible solutions for promoting ethical practices in telehealth
• Can addicts overcome addiction without therapy?
• The latest technology trends and their impacts?
• How can global governments promote mental health awareness?
• Have smartphones caused reduced attention spans among users?
• Sexual violence in rural areas
• The introduction of Islam in African nations

We Are Here for You

Qualitative research is an investigative analysis of intangible or inexact data, mostly non-numerical. The title of qualitative research you choose will guide your entire research process and influence its conclusions. Do you need a paper or an example of a research title qualitative topic? Our expert team is ready to write it for you.

Leave a Reply Cancel reply