Intellecula humility in higher education students:A Qualitative Research Using Grounded Theory

Abstract :

Intellectual humility (IH), as a multidimensional psychological construct, involves recognizing the limitations of one’s knowledge, avoiding bias, and being open to revising beliefs in light of new evidence. This qualitative study, using grounded theory, aimed to develop a model of the formation process, barriers, and facilitators of IH among graduate students. Data were collected through 34 semi-structured interviews with masters and doctoral students in educational psychology at Shiraz University and analyzed via Strauss and Corbin’s approach. Findings revealed that IH encompasses three core dimensions: open-mindedness, commitment to lifelong learning, and balanced belief systems. Key barriers included intellectual rigidity, fear of change, social pressures, and academic constraints, while facilitators such as self-awareness, environmental support, and positive experiences were identified. The proposed model highlights IH as a dynamic process reinforced through critical reflection and metacognition, leading to outcomes like enhanced learning, identity transformation, and improved academic collaboration. The study underscores the role of educational environments in fostering IH to address cognitive and social challenges. By integrating a three-dimensional framework and categorizing individuals into eight IH profiles, this research offers novel insights into cultivating intellectual humility as a bridge between individual growth and collective knowledge advancement.

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