This research agenda aims at addressing the complexity of discursive analyses pertaining to wicked problem inquiries in university science education (USE). A separate research programme on the critical role of understanding epistemic practices in science teaching using wicked problems is currently under review in a leading journal. The agenda that I submit to ICQE 2023 will focus on the methodology, particularly in the context of transdisciplinarity. Central to the argument in the agenda is positioning quantitative ethnography as a main methodology in charac- terising discursive moves, identifying philosophical standpoints pertain- ing to highly complex issues, and exploring the role of ignorance in the face of epistemic complexity.