Prof. Dr. Dr. h.c. Dirk Ifenthaler
Educational research is characterized by a remarkable heterogeneity of subject areas and methodological approaches, oriented around various epistemological paradigms. A central challenge within this field, however, remains the reliable collection and analysis of data to support robust findings. In light of rapid digitalization and the resulting exponential growth of large datasets, new opportunities are emerging for data-driven knowledge generation in the context of educational research.
This divide between traditional research approaches and the demands of a digitalized educational reality provides fertile ground for the further development of Educational Data Science. As an interdisciplinary field, Educational Data Science draws on methods from computer science, statistics, and related disciplines to analyze educational phenomena. It holds the promise of complementing and enriching conventional research practices.
Nevertheless, the ongoing diversification of Educational Data Science must be critically examined, with specialized research strands such as Educational Data Mining (EDM) and Learning Analytics at the forefront. EDM focuses on the systematic analysis of large-scale datasets from educational contexts to identify patterns and insights that can contribute to improving learning and teaching. Learning Analytics, by contrast, concentrate on applying data analysis methods to understand and support learning and teaching processes.
Despite the significant potential of these approaches, an examination of educational research publications reveals a relatively low presence of data science methods. This points to the need for a stronger integration of Educational Data Science into educational research.
Literature
Gibson, D. C., & Ifenthaler, D. (2024). Computational learning theories. Models for artificial intelligence promoting learning processes. Springer. https://doi.org/10.1007/978-3-031-65898-3
Ifenthaler, D. (2025). Bildungsdatenwissenschaft: ein Paradigmenwechsel für die Methodologie der Erziehungswissenschaft? Erziehungswissenschaft, 36(70), 37–47. https://doi.org/10.3224/ezw.v36i1.05
Prof. Dr. Dr. h.c. Dirk Ifenthaler
University of Mannheim and Curtin University