A Systematic Literature Review of Post-Positivism and Critical Realism as Epistemological Frameworks in Educational Research

Abstract

This study conducts a systematic literature review to examine the potential of post-positivism and critical realism as epistemological frameworks for enhancing educational research. By employing a rigorous methodology that involves explicit inclusion and exclusion criteria, comprehensive data extraction, and thematic analysis, the study synthesizes existing literature to elucidate the theoretical foundations and methodological implications of these paradigms. The originality of this research lies in its focused exploration of how these frameworks can address the current limitations in educational inquiry, particularly regarding the need for a deeper understanding of causal mechanisms and contextual influences. The findings underscore the significance of clarifying epistemological assumptions, adopting methodological pluralism, and promoting reflexivity in educational research. Additionally, the study provides practical recommendations for researchers seeking to apply these frameworks in their work effectively. By bridging the existing knowledge gap, this research aims to inspire future investigations and foster deeper insights into the complexities of educational contexts.

Received: 14 September 2024 | Revised: 28 November 2024 | Accepted: 14 January 2025

Conflicts of Interest

The author declares that he has no conflicts of interest to this work.

Data Availability Statement

Data sharing is not applicable to this article as no new data were created or analyzed in this study.

Author Contribution Statement

Fodouop Kouam Arthur William: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration.