Grounded Theory and Its Relationship to Educational Research in Yemeni Universiti

Abstract

Grounded theory has recently gained increasing importance among the methodologies used in humanities and educational studies due to its ability to provide complex descriptions, analyses, and themes derived from actual educational and pedagogical problems. However, researchers, especially beginners, may face various obstacles in understanding and applying grounded theory methodologies. Although much has been discussed on this topic, particularly in the English-language literature on humanities and educational studies, such discussions may still cause confusion among researchers, potentially leading to incomplete application and development of grounded theory in humanities and educational research. Moreover, only a few researchers document their practical experiences with grounded theory in Arabic, creating a gap in the Arabic-language literature. Accordingly, by using this study as a real-world case within the context of humanities and educational research, this paper attempts to reflect an actual research experience, clarify some of the difficulties and procedural steps, and present this methodology, its procedures, and its inductive approach, which leads to the development of studies based on field data rather than on pre-existing theories. The paper also discusses the theoretical and practical benefits of choosing grounded theory, as well as ways to overcome difficulties in selecting and applying the most suitable form of grounded theory in humanities and educational research. It recommends promoting awareness of grounded theory within the postgraduate studies community and introducing it as a contemporary approach in educational research methodologies.