Abstract
This work-in-progress research study reviews the application of mixed-methods research (MMR) in engineering education. MMR integrates quantitative and qualitative approaches across different stages of research design, offering the potential for theory building and a holistic understanding of complex behavioral phenomena. However, the field of engineering education has not fully leveraged the advantages of MMR. This paper reviews ten engineering education studies that employed MMR designs, identifying common challenges and highlighting exemplar cases. It advocates for greater methodological rigor in conceptualizing, conducting, and reporting MMR in engineering education research. Our review revealed limited data integration, vague rationales and inconsistent methodological rigor, indicating the need for standardized frameworks and clear reporting to strengthen MMR quality and impact. Future work involves a systematic literature review, using the PRISMA framework, to further advance best practices in MMR for engineering education.