Anas Jameel, Anam Fatima2026-06-082026978-93-6884-619-2http://136.232.12.194:4000/handle/123456789/1893This chapter examines the use of qualitative research tools in educational settings, focusing on their capacity to capture lived experiences, contextual influences, and meaning-making processes that shape teaching and learning. It highlights how interviews, focus groups, classroom observations, and narrative or visual sources enable researchers to study educational realities that cannot be quantified. The chapter further discusses transcription, translation, data organisation, memo writing, and reflexive journaling as essential components of data preparation. Strategies such as coding, thematic analysis, and narrative and discourse analysis are explained to demonstrate how raw data are transformed into meaningful interpretations. Ensuring rigour through credibility, transferability, dependability, and confirmability, alongside attention to ethical and power dynamics, is emphasized. Overall, the chapter underscores that qualitative tools are not mere techniques but epistemic choices that require reflexivity, contextual sensitivity, and ethical responsibility to produce trustworthy and context-rich knowledge in education.en-USQualitative toolsData generationInterpretive analysisRigour and trustworthinessEducational researchBook chapter