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Cited by 467Qualitative Research Methods and EthicsPhenomenology and Existential PhilosophyEducational Research and Methods

Phenomenological Qualitative Methods Applied to the Analysis of Cross-Cultural Experience in Novel Educational Social Contexts

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Alhazmi, Ahmed Ali, Kaufmann, Angelica·2022·Frontiers in Psychology
DOI 10.3389/fpsyg.2022.785134PMC PMC9082033
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Abstract

The qualitative method of phenomenology provides a theoretical tool for educational research as it allows researchers to engage in flexible activities that can describe and help to understand complex phenomena, such as various aspects of human social experience. This article explains how to apply the framework of phenomenological qualitative analysis to educational research. The discussion within this article is relevant to those researchers interested in doing cross-cultural qualitative research and in adapting phenomenological investigations to understand students’ cross-cultural lived experiences in different social educational contexts.

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Crossref · 10.3389/fpsyg.2022.785134

Cites

91 of 91 references verified0 citation errors · 0 not checkable

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  • A purposive sampling strategy was employed to recruit participants actively engaged in K-12 teaching.

    “A purposive sampling strategy was employed to recruit participants who were actively engaged in K-12 teaching and therefore positioned to reflect on the implications of AI for educational practice (Alhazmi & Kaufmann, 2022).”

    From Teachers' Experiences with AI in K–12 Education: Opportunities and Challenges (2026) · cites this paper as Alhazmi & Kaufmann, 2022

    The “Selection of the Participants” section says purposive sampling can be used to select participants, supporting the method cited. It does not describe recruiting K–12 teachers or studying AI in educational practice, so it does not support those particulars of the claim. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Reflexive journaling was maintained throughout the research process to document analytic decisions, researcher assumptions, and contextual influences.

    “In addition, reflexive journaling was maintained throughout the research process to document analytic decisions, researcher assumptions, and contextual influences, thereby enhancing transparency and methodological rigor (Alhazmi & Kaufmann, 2022;Lincoln & Guba, 1985).”

    From Teachers' Experiences with AI in K–12 Education: Opportunities and Challenges (2026) · cites this paper as Alhazmi & Kaufmann, 2022

    The Bracketing section discusses recognizing researcher assumptions, and Philosophical Assumptions About Sought Knowledge says researchers should identify assumptions during the research process. Neither section says reflexive journaling was maintained to document analytic decisions, assumptions, or contextual influences. Searches for journaling, diaries, logs, and memos found no passage addressing that practice; our copy provides no page numbers. (LLM, conf=0.75)

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Cites

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2 of the 93 references couldn’t be matched to a known paper.

Research works printed but not linked: 8

  1. Blanche M. T. Durrheim K. (1999). “ Histories of the present: social science research in context,” in Research in Practice: Applied Methods for the Social Sciences. eds. Blanche M. T. Durrheim K. Painter D. (Cape Town, South Africa: University of Cape Town Press), 1– 17.
  2. Cresswell T. (2008). The Production of Mobilities. Routledge, 337– 345.
  3. Dilthey W. (1979). Dilthey Selected Writings. ed. Rickman H. P. (Cambridge: Cambridge University Press).
  4. Guba E. G. (1990). The Paradigm Dialog. Thousand Oaks, CA: Sage Publications.
  5. Husserl E. (1931). Ideas: General Introduction to Pure Phenomenology [Trans. by W. R. B. Gibson]. Macmillan.
  6. Scott T. (1988). “ The horizon of time and ontological difference,” in Hermeneutical Phenomenology: Lectures and Essays. ed. Kockelmans J. J. (Lanham, MD: University Press of America), 67– 80.
  7. Steentoft D. (2005). “Research as an act of learning: exploring student backgrounds through dialogue with research participants.” in Proceedings of CERME 4, ed. M. Bosch; February 17-21, 2005; Sant Féliu de Gixols.
  8. Vygotsky L. S. (1962). Language and Thought. Ontario: Massachusetts Institute of Technology Press.

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Authors
Alhazmi, A. A., & Kaufmann, A.
Affiliations
  • Jazan University (SA)
  • University of Milan (IT)
Corresponding author
Alhazmi, Ahmed Ali
ORCID
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2022-04-25
Volume
13
Pages
785134-785134
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2022.785134
PMC
PMC9082033
OpenAlex
W4224795213
Cited by
291
References
93
Citations by year
2026: 93 · 2025: 105 · 2024: 62 · 2023: 28 · 2022: 3
FWCI
8.31
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Archivio Istituzionale della Ricerca (Universita Degli Studi Di Milano) (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Sociology and Political Science › Qualitative Research Methods and Ethics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Phenomenology and Existential Philosophy
  • Social Sciences › Education › Educational Research and Methods
Keywords
cross-cultural experience, cross-cultural research, student lived experiences, educational context

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