The article Design-Based Research as a Meta-Methodological Perspective in Music Education for Bridging Theory, Design, and Practice was published in New Pedagogue, issue 49. The publication approaches Design-Based Research (DBR) as a framework that systematically connects theory, educational design and practice within authentic learning environments.
Particular emphasis is placed on the cyclical process of design, implementation, feedback and revision, as well as on collaborative design and the production of knowledge that is both locally valid and theoretically grounded. The discussion distinguishes DBR from related methodological approaches and uses examples from music education to identify its possibilities and research challenges. The methodological perspective also stresses the close relationship between design and research, since each implementation cycle generates evidence that can lead to revisions of the educational intervention itself. This makes DBR particularly relevant to music education, where learning processes are complex, creative and strongly shaped by the specific educational context in which they occur.
