Epistemological Pluralism in Social Sciences: A Critical Study of Methods and Approaches Doudou, Naouri Nour Eddine Guassmi, Fatiha Kheiri, Nouh Benlaib, Messaoud Allaba, Brahim Epistemology Positivism Interpretivism Critical Realism Methodological Pluralism Social sciences This study seeks to explore the epistemological foundations of social sciences through a critical analysis of three main frameworks: positivism, interpretivism, and critical realism. While positivism has contributed to advancing experimental social research based on quantitative measurement and objectivity, interpretivism has highlighted the importance of the subjective meanings individuals assign to their actions, paving the way for qualitative research methods. On the other hand, critical realism offers an approach that integrates both perspectives by recognizing the existence of independent social structures while emphasizing that social and cultural contexts shape our knowledge of them. The article also examines recent epistemological shifts, including feminist and postcolonial critiques, which call for a rethinking of traditional methods of knowledge production. These shifts emphasize the necessity of including the voices and experiences of marginalized groups. Based on this analysis, the paper advocates for methodological pluralism and epistemological flexibility as essential tools for understanding complex social phenomena. This study presents an integrated research framework that igor deep interpretive analysis, allowing for a more comprehensive understanding of social reality. The article concludes that social sciences must move beyond traditional methodological divides and adopt a more pluralistic and integrated approach to address contemporary social challenges effectively. 2025-05-12T10:55:27Z 2025-05-12T10:55:27Z 2025 journal article DOUDOU Naouri Nour Eddine, GUASSMI Fatiha, KHEIRI Nouh, BENLAIB Messaoud, ALLABA Brahim (2025). Epistemological Pluralism in Social Sciences: A Critical Study of Methods and Approaches. Journal for Educators, Teachers and Trainers, Vol.16(4) 82-93. ISSN 1989-9572 1989-9572 https://hdl.handle.net/10481/104065 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Universidad de Granada