This qualitative study aimed to explore how students’ academic backgrounds affect their understanding of qualitative research in the context of a master's program in art therapy. Semi-structured interviews were conducted with ten students from diverse academic disciplines—ranging from art and education to social sciences and language studies—to investigate their perceptions and learning experiences during a qualitative research course. Findings revealed that a student's academic background significantly influences their pace of understanding and engagement with qualitative concepts. Those with educational or social science backgrounds appeared to have a relative advantage in grasping key ideas. At the same time, students across the board reported common challenges such as unfamiliar terminology, the academic language of the course, and limited prior research experience. Despite these challenges, participants expressed a growing appreciation for the value of qualitative research in their future professional practice. They also proposed several pedagogical improvements, including an introductory course, more hands-on learning opportunities, and stronger integration between research content and therapeutic practice. The study recommends revisiting the design of research methodology courses in multidisciplinary graduate programs.

Title

Global Academic Journal of Humanities and Social Sciences

Publisher

Global Academic Journal’s Research Consortium

Publisher Country

United Arab Emirates

Publication Type

Prtinted only

Volume

--

Year

2025

Pages

163-177