Volume 22, No. 1 of New Trends in Qualitative Research (NTQR) brings together a diverse set of contributions that highlight the epistemological, conceptual, and applied richness of qualitative research across different social, educational, cultural, and health contexts. The papers published in this issue address fundamental questions related to care, phenomenology, and ethics in qualitative research reporting, reinforcing the centrality of theoretical and methodological reflection in contemporary scientific production.
In connection with these essays, the empirical studies with methodological reflection explore phenomena shaped by the complexity of human experiences, institutional practices, and dynamics of inclusion and exclusion. The articles address themes such as playfulness and science in childhood, collaborative writing, music learning in children with cerebral palsy, gender perspectives in political programmes, curriculum quality in teacher education, women’s entrepreneurship, the competitiveness of micro and small enterprises, the empowerment of educators, rural schooling, the implementation of Problem-Based Learning curricula, the experience of improvisation, and cyberbullying from the perspective of the aggressor.
This issue thus reaffirms NTQR’s commitment to valuing rigorous qualitative approaches that are context-sensitive and methodologically reflective, contributing to the advancement of scientific knowledge and to international debate on the contemporary challenges of research.
New Trends in Qualitative Research: Vol. 22 N.º 1 (2026) | ISSN: 2184-7770