Abstract
Learning post-qualitative inquiry emerged as a new activity in education. The aim of this article is to reveal the learning peculiarities of post-qualitative inquiry among education researchers, adapting PRISMA 2020 (Page et al., 2021a, 2021b, 2021c), the main principles and thematic analysis (Braun & Clarke, 2006). The scientific articles were searched in EBSCO, Scopus, and Web of Science (WoS) databases. A total of 854 were found: 444 in the EBSCO database, 391 in the Scopus database, and 19 in the WoS database. Catchii, the systematic literature review screener, helped to implement PRISMA 2020 stages: identification, screening, eligibility, and inclusion, and depict the PRISMA flow diagram. 34 articles were suitable for in-depth analysis. Braun and Clarke’s (2006) thematic analysis was used to disclose learning post-qualitative inquiry among education researchers. Maxqda 24 software helped to identify themes and subthemes. The analysis showed that education researchers learn post-qualitative inquiry: a) through nomadic rethinking, b) through reading and writing, c) through empirical learning (material-based learning, etc.), and d) through art (visual art and performative art). This research shows that learning post-qualitative inquiry involves unconventional learning activities that foster divergent thinking and provide learners with greater creativity and freedom. – In addition, this study is significant for education theory and practice as it reveals the learning of post-qualitative inquiry, which is a rare and sensitive methodological approach. The learning of post-qualitative inquiry enables changes in the understanding of research methodologies, curriculum design, and the professional development of education researchers.