Reporting Reliability in Qualitative Engineering Education Research: A Literature Review

This study examines the reporting transparency of qualitative coding reliability in engineering education research through a systematic review of articles published in the European Journal of Engineering Education. Using a structured framework derived from qualitative methodology literature, we analysed how researchers document their coding processes, reliability measures, and disagreement resolution procedures. Our findings reveal major variation in reporting practices, with notable gaps in describing coder information, reliability metrics, and disagreement resolution processes. Based on these empirical findings and established methodological guidelines, we offer specific recommendations for enhancing reliability reporting in qualitative EER. This work contributes to the methodological development of EER as the field increasingly addresses complex, interpretative research questions requiring robust qualitative approaches.