Objectives: This study aims to clarify the epistemological status of action research within the context of evolving pedagogical paradigms, to describe the domains through which these paradigms influence its development, and to formulate scientific conclusions regarding the importance of valuing fundamental pedagogical paradigms in educational inquiry. Prior Work:
The analysis builds on established definitions of paradigms as systems of fundamental beliefs guiding research, particularly those formulated by Guba and Lincoln (1994), who conceptualize paradigms as interpretive frameworks. It also extends the tridimensional model proposed by Pretorius (2024), which integrates ontological, epistemological, and axiological dimensions into a cohesive understanding of research orientations. Approach:
A theoretical and comparative analysis was conducted to synthesize prevailing pedagogical paradigms and examine their influence on the conceptual and methodological structure of action research. Three dominant paradigmatic approaches were identified: the functional, the constructivist, and the transdisciplinary, each shaping how educational problems are framed and addressed. Results:
The study provides a theoretical synthesis that elucidates how these paradigmatic orientations inform the structuring of action research. It demonstrates that each approach defines specific strategies for inquiry, interpretation, and knowledge production in pedagogical contexts. Implications:
Findings underscore the necessity of aligning action research with clear epistemological, axiological, and methodological foundations. A systematic understanding of research paradigms enhances the coherence and scientific legitimacy of pedagogical inquiry. Value:
The study offers a conceptual framework that serves as a gnoseological matrix, capable of guiding all stages of action research from problem definition to dissemination, thus contributing to the advancement of scientific knowledge in education