Teacher education curricula typically include courses in research methodology to equip students with the skills needed for writing a bachelor’s thesis, critically evaluating academic literature, and applying evidence-based practices. However, both global studies and our own student survey indicate that future teachers often perceive these courses as overly complex and disconnected from their professional needs. Instead of fostering critical thinking and confidence, traditional research methodology courses frequently induce anxiety and a sense of intellectual inferiority.

To address these challenges, we have developed an interactive, experiential approach  (Gray, 2004) grounded in journaling (Apgar, 2022) and informed by feminist pedagogy, which challenges the traditional separation of reason and emotion in academic learning. Our course reverses the conventional teaching sequence: instead of beginning with theoretical definitions, students first engage in handwritten journaling exercises on topics relevant to their lives. This data then serves as the foundation for analyzing key research steps.

In redesigning the course, we shifted the focus from what students should know about methodology to how social science tools can benefit them in their profession and everyday life. We drew on the concept of compassionate research (Smith & Narayan, 2016), which aligns with public sociology’s emphasis on serving communities (Nyden, Hossfeld & Nyden, 2012) and highlights the role of empathy in education and research (Boler, 1999).

Our classroom operates in a decentralized manner, with the teacher acting as a facilitator who provides students with opportunities to develop their skills. Students write by hand in response to various prompts, working systematically with their own texts. The open-ended nature of these assignments allows them to tailor tasks to their individual needs, integrating personal and professional concerns within a structured research framework (Hall & Wall, 2019). In the latter part of the course, the focus shifts from individual reflection to collective inquiry, as students collaborate on identifying systemic barriers—such as challenges in writing an undergraduate thesis. Through individual, paired, and group work, students gain firsthand experience in transitioning from personal perspectives to a broader, evidence-based understanding of social phenomena.

Our case study examines how this experiential approach influences students’ emotional engagement with research methodology. Specifically, we explore whether shifting from traditional teaching methods to journaling reduces research-related anxiety and enhances students’ perception of research as a practical tool for their future teaching careers. Despite large class sizes (up to 150 students), our approach has been effective in developing observational and analytical skills while lowering students’ anxiety levels.

Conducted with 142 students at the Faculty of Education, Masaryk University, this study explores common challenges in research methodology courses, including anxiety, lack of confidence, and difficulty with abstract concepts. The presentation outlines the development of interactive exercises in which journaling methods—originally designed for self-development—were adapted for collective exploration of research methodologies. Data were collected through questionnaires, classroom observations, instructor reflections, and student work analysis, using the following methods: Anonymous pre-course questionnaire: Administered at the start of the course, this survey captured baseline data on students’ existing knowledge, expectations, and attitudes toward research methodology. A total of 104 students (73%) responded. Classroom observations: Both instructors engaged in systematic, semi-structured observations to assess student engagement, participation, and understanding. While one instructor led the session, the other observed and took field notes. Instructor reflections: After each session, instructors recorded reflections on their pedagogical strategies, student dynamics, and the perceived effectiveness of exercises. These reflections provided insights into the meaningfulness of activities and student activation levels. Analysis of student work: Students' journaling assignments were examined to assess their understanding of research concepts and the creativity of their approach. Student feedback: Throughout the course, students provided open-ended written feedback, offering qualitative insights into their experiences, learning process, and overall perceptions of the methodology course. Anonymous post-course questionnaire: At the end of the course, a final survey measured changes in knowledge, skills, and attitudes while also collecting feedback on course content, delivery, and impact. A total of 61 students (43%) responded. This multi-method approach allowed for a comprehensive evaluation of the journaling-based methodology, shedding light on its effectiveness in reducing anxiety and fostering deeper engagement with research methods.

Jane Austen’s Sense and Sensibility suggests that true wisdom lies in balancing reason and emotion—a challenge that contemporary education also faces. The solution to societal divisions and misinformation cannot rely solely on fostering rationality and critical thinking; knowledge, including scientific knowledge, must also engage emotions. Our course demonstrates that deep, evidence-based understanding can provide relief, foster belonging and solidarity, and help students navigate difficult emotions. While the process can be unsettling, systematic analysis supports students in managing their responses constructively. Our case study confirms that interactive journaling methods make research methodology more accessible, reduce anxiety, and enhance students’ understanding of its practical applications. Student feedback has been overwhelmingly positive, with many appreciating the opportunity to reflect deeply, share insights with peers, and internalize research principles in a meaningful way. Final questionnaire results indicate that we succeeded in making research methodology more engaging and beneficial. However, based on student feedback, we are also exploring ways to integrate select elements of traditional lecture-based teaching for those who prefer a more structured approach.

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