From Lived Experience to Scientific: Writing Proposing a Conceptual Framework for Developing Students’ Research Questions in Mozambican Higher Education

Registration ID: IJNRD_328174

Published ID: IJNRD2608359

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Pedro Jose Cossa, PhD

academic writing; academic literacies; lived experience; life stories; research writing; epistemic agency; higher education; Mozambique; Africa; funds of knowledge; decolonisation; student voice

University students are frequently expected to produce essays, research reports, literature reviews, and scientific papers, yet they are not always taught how research topics emerge from meaningful questions. This conceptual and pedagogical article argues that students’ lived experiences can provide productive starting points for scientific inquiry when they are deliberately transformed through problematisation, scholarly engagement, evidence gathering, analysis, reflexivity, and academic writing. The article takes the author’s personal narrative, Angelina’s Ten Loaves, as its pedagogical point of departure. The narrative recalls an episode from 1980s Mozambique in which Angelina Timana Cossa, the author’s mother, obtained ten loaves of bread, cut them in half, dried them, and travelled from Magude to Namaacha to take food to her son, who was attending boarding school. Almost four decades later, bread reappeared in the family history through a bakery established by one of the author’s children and his wife. The narrative raises questions about scarcity, family support, education, mobility, care, memory, adaptation, entrepreneurship, and intergenerational change. The article develops the LIRAW framework - Lived experience, Inquiry, Research, Analysis, and Writing - as a conceptual model for helping students move from personal experience to researchable questions and evidence-based academic argument. The framework is situated within scholarship on academic literacies, funds of knowledge, narrative inquiry and auto-ethnography, critical pedagogy, epistemic agency, translanguaging, and decolonising approaches to knowledge production. Particular attention is given to African and Mozambican higher education, where questions of local knowledge, multilingualism, curriculum relevance, and epistemic agency are especially important. Four hypothetical transformations demonstrate how students in nursing, education, information technology, and business might develop research topics from lived experiences. The article also identifies ethical, epistemological, and pedagogical safeguards, including the need to distinguish experience from evidence, avoid romanticising hardship, protect privacy, resist overgeneralisation, and require engagement with scholarly literature. The article is explicitly conceptual rather than empirical. It concludes with a proposed agenda for a subsequent empirical study examining whether experience-based research writing influences students’ engagement, research-question quality, academic argumentation, and epistemic agency.

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Pedro Jose Cossa, PhD (August-2026). From Lived Experience to Scientific: Writing Proposing a Conceptual Framework for Developing Students’ Research Questions in Mozambican Higher Education. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 11(8), d571-d591. https://ijnrd.org/papers/IJNRD2608359.pdf

Volume 11 Issue 8, August-2026

Pages : d571-d591

Paper Reg. ID: IJNRD_328174

Published Paper Id: IJNRD2608359

Research Area: Other area not in list

Author Type: Foreign Author

Country: Matola, Maputo, Mozambique

Published Paper PDF: https://ijnrd.org/papers/IJNRD2608359.pdf

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