Most pedagogical issues cannot be explored or explained in the example of numerous indicators and mathematical analyzes. This does not mean that statistical indicators do not have to be present in pedagogical research, but it is emphasized that without any qualitative indicators not a single pedagogical phenomenon could be fully explored. This topic raised another important issue – the issue of publishing works in which mostly qualitative methodologies have been used in highly indexed journals. Such works by scientists (reviewers) are often classified as "works of the second order" because they do not show "higher" level of statistics. In addition, such works often do not pass the first step, which is a preliminary review that mainly refers to a methodological analysis. For these reasons, it is much easier to publish a paper using rather quantitative than qualitative methodology. Numerous researchers have already been alerted about this situation, and now it reached its peak. We will come across a special report by scientists and reviewers if we use the futurology methods of research in the methodological part of the paper. This is, according to some, another step below the "evaluation" of those who do not even know the futurology research methods. As a counterpart to such an understanding and to the research corpus, there is a "third part". In addition to the quantitative and qualitative methodology we have a mixed methodology that seeks to alleviate the positivist approach in pedagogical research. That opens some space for reflection on the new approach (in addition to the existing ones) in the methodology that would give a new framework for pedagogical phenomena. Can the choice of methodology be less restrictive for researchers? Is a high level of precision and the ability to check the results obtained, and thus greater relevance than the actual changes in practice? Can methodology be "creative"? Those are the questions that need answering. The paper aims at raising awareness of the importance of a qualitative approach in the research of pedagogical problems and at offering ideas that can contribute to changes in the creation of a new methodological framework that certainly represents a new global challenge.