Theorising recognition of prior learning research in higher education: a multidisciplinary framework for qualitative, quantitative, and mixed-methods inquiry

Abstract

Recognition of Prior Learning (RPL) is a transformative yet under-theorised area in higher education. Despite its potential to advance equity and epistemic justice, RPL scholarship remains fragmented across policy, pedagogy, and practice, often lacking methodological coherence. This study theorises RPL research design through qualitative, quantitative, and multidisciplinary lenses, offering a comprehensive framework for rigorous and inclusive inquiry. Using a conceptual and integrative literature review, it synthesises theoretical and methodological debates drawn from adult learning, recognition theory, and decolonial perspectives. The author’s reflexive experience transitioning from the natural to the social sciences highlights interdisciplinary challenges in RPL scholarship. Structured around six pillars, the paper explores theoretical foundations, methodological approaches, and future directions aligned to social justice and digital transformation. By bridging epistemological diversity with rigour, the study advances a framework for designing context-sensitive and transformative RPL research.