The quality of curriculum research in Iran is significantly affected by methodological shortcomings, which are overtly manifested in specialized articles, Ministry of Education research projects, and particularly doctoral dissertations. The primary challenges include selecting methods irrelevant to the research problem, researchers' insufficient mastery of methodological foundations, confusing "research method" with "research methodology," applying methods out of habit or plagiarism, and a lack of methodological diversity. In the qualitative domain, the dominance of a limited number of methods—such as content analysis, synthesis research, and grounded theory—and in the quantitative domain, the supremacy of survey and poll approaches have led to repetition, stereotyping, and a decline in research creativity. Furthermore, the replication of fixed problems and frameworks, the weakness of personal narratives and researchers' social concerns, and the lack of coherent policymaking by academic departments, associations, and specialized journals exacerbate the methodological crisis. Proposed strategies emphasize strengthening methodological pluralism, developing approaches such as ethnography, narrative inquiry, and case studies, paying attention to epistemological foundations and linking the problem, methodology, and the researcher's lifeworld, reinforcing theoretical research and discourse analysis, and revising methods training through workshops and the modification of academic curricula.