Self-Study in Higher Education: Insights from a Three-Decade Methodological Review

• In Event: From Past to Present: A Wide Lens Look at Self-Study of Teacher Education

Abstract

This review explores self-study methodologies in higher education over the past three decades (1994-2024). Self-study, a qualitative methodology that originated in teacher education, involves a reflexive examination and improvement of one’s beliefs, practices, and existence. The review systematically analyzes 78 peer-reviewed empirical articles to investigate four essential aspects of the self-study methodology. The results provide a comprehensive definition of self-study, encompassing its intellectual roots, objectives, methods, and features; a broad spectrum of interpretivism- and criticalism-oriented theoretical foundations; a practical “menu” of methods for data generation and analysis; and effective strategies for addressing quality and ethical issues. These methodological insights can inform higher education professionals who use self-study to improve their work and lives in an era of flux and transformation.

Authors

• Wei Liao, Beijing Normal University

• Weiran Wu, Southwest University

• Rui Yuan, University of Macau

• Zhaoxuan Wang, University of Macau