Based on the research objectives and findings,

The gap

Evidence profile

Sourced from the recommendations of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 4 representative gaps

• Enhancing Students’ Interest and Academic Achievement in Ecological Concepts through Think–Pair–Share Strategy (2026) · International Journal of Research in Education and Sustainable Development · doi

  Based on the research objectives and findings, the following recommendations are proposed: 1. Biology teachers should adopt the Think–Pair–Share instructional strategy in teaching Ecological Concepts, as evidence shows it significantly enhances both students’ interest and academic achievement compared to conventional methods. 2. Educational authorities and curriculum planners in the Federal Capital Territory (FCT) should integrate cooperative learning strategies such as TPS into the Biology curriculum guidelines to promote learner-centered classroom practices. 3. Teacher training institutions and professional development programs should organize workshops and in-service training to equip teachers with practical skills for effectively implementing TPS in science classrooms. 85 International Journal of Research in Education and Sustainable Development | ISSN: 2782-7666 Vol. 6, Issue 2 (2026) | www.ijaar.org/ijresd 4. School administrators should encourage collaborative classroom environments by providing adequate instructional time, flexible seating arrangements, and supportive supervision that facilitate pair and group interactions. 5. Further research should be conducted across other science topics and educational levels to validate the generalizability of TPS in improving students’ interest and achievement beyond Ecological Concepts in secondary school Biology.

  generalrecommendationsevidence 5/5
  Keywords: biology teachers pair instructional ecological concepts students interest achievement educational curriculum classroom training development science
• Exploring environmental perceptions through family involvement: A phenomenological inquiry with students and parents (2026) · Anadolu Üniversitesi Eğitim Fakültesi Dergisi · doi

  Since the findings propose a strategic shift from passive homework to collaborative tasks, a redefinition of parent involvement is necessary. Rather than limiting interactions to administrative meetings, educators may invite families to actively participate in workshops and tangible production processes that utilize local, natural resources. When designing these activities, practitioners should be sensitive to the specific socioeconomic realities of rural families, ensuring that tasks align with their daily workloads. The successful implementation of such collaborative models is grounded in educators' pedagogical readiness. Therefore, professional development programs need to empower teachers with effective strategies for family engagement and communication. Schools can further support this by reimagining traditional parent-teacher meetings as “sustainability workshops” focused on building a collective intergenerational culture. In parallel with teacher training, it is crucial to position students as active agents of change. Modules focused on social skills can foster students’ capacity for constructive dialogue. To strengthen these efforts, schools should not work alone. Partnering with local community leaders, cooperatives, and NGOs can help environmental education reach a wider audience. Such local collaborations can inspire community events that celebrate family achievements and raise public awareness within the immediate social circle. Finally, the advantages of a rural setting, where environmental education can be directly linked to family livelihoods, such as agriculture, should be the cornerstone of any practitioner’s strategy. 6.2. For Future Research While this study is phenomenological and focused on a specific small-scale rural context, future research could use mixed methods to quantify long-term impacts of family-involved interventions across more diverse rural populations. Comparative studies are also needed to explore how cultural backgrounds, socioeconomic levels, and urban-rural settings influence family participation and environmental perceptions. Additionally, comparing these settings may reveal how natureconnectedness shapes the learning outcomes. Finally, longitudinal research should track students over extended periods. Such studies would show if initial behavioural shifts observed in this intensive small group setting lead to permanent changes in the home environment and whether the reverse socialization effect remains sustainable in the long term.

  generalrecommendationsevidence 5/5
  Keywords: rural family local focused students environmental collaborative tasks parent meetings educators families workshops specific socioeconomic
• Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals (2026) · Science Insights Education Frontiers · doi

  evidence-based and offering In line with the literature gaps identified in the Introduction, the purpose of this study is to examine how science teachers and school principals conceptualize, plan, implement, and evaluate out-of-school learning environments within the context of science education. Although numerous studies highlight the cognitive, affective, and motivational benefits of out-of-school learning for students, limited attention has been given to the perspectives of teachers and school principals, who play a central role in the planning, approval, and execution of such activities. Therefore, this study aims to provide a comprehensive understanding of the pedagogical and administrative factors that shape the integration of out-of-school learning environments into science teaching practices. Based on this purpose, the study seeks to address the following research questions: 1. How do science teachers and school principals conceptualize out-of- school learning and out-of-school learning environments within the context of science education? SIEF, Vol.33, No.1, 2026 5272  Türkmen & Dede Yemişci. (Türkiye). Science Education in Out-of-School Learning Environments. 2. How do science teachers and school principals plan and implement out- of-school learning activities across the pre-trip, during-trip, and post-trip phases? 3. From the perspectives of teachers and school principals, what are the perceived contributions of out-of-school learning environments to students’ cognitive, affective, and social development? 4. What challenges, barriers, and regulatory or organizational factors do teachers and school principals encounter when conducting or approving out-of-school learning activities? 5. How do science teachers and school principals assess student learning and engagement in out-of-school learning environments, and what types of evaluation practices do they prioritize? These research questions were designed to align with the conceptual framework presented in the Introduction and to address critical gaps in previous studies, particularly regarding educator perspectives, administrative processes, and the pedagogical integration of out-of-school learning environments into science education.

  generalrecommendationsevidence 5/5
  Keywords: school learning science teachers principals environments education perspectives activities trip based gaps introduction purpose conceptualize
• Science Education in Out-of-School Learning Environments: Views of Teachers and School Principals (2026) · Science Insights Education Frontiers · doi

  These recommendations provide a roadmap for structuring out-of-school learning in science education processes in a more effective, sustainable, and student-centered manner. in-service First, comprehensive training programs should be organized for teachers to enable more effective use of out-of-school learning environments. These trainings should develop teachers’ knowledge and skills in planning pre-trip preparation, during-trip activities, and post-trip evaluation processes. Thus, out-of-school activities can transform from merely experiential activities into structured learning processes that reinforce students’ scientific process skills. Second, cooperation and communication channels between teachers and school principals should be strengthened. Findings show that teachers focus on the process, while school principals focus on the outcomes. These different perspectives can lead to implementation gaps when not integrated towards common goals. Through regular coordination meetings and joint planning efforts, both a process- and outcome-oriented approach can be implemented. Thirdly, the development of social skills should be incorporated into the planning process of out-of-school learning environments. Findings indicate that communication and collaboration skills have improved, but social awareness skills remain limited. Therefore, when designing activities, there should be a focus on activities that enable students to understand social norms, recognize social cues, and develop empathy. Thus, not only academic but also emotional and social development can be achieved in a holistic manner. Fourth, the assessment process should be diversified to include both process- and product-based methods. Teachers’ observation forms and question-and-answer methods alone are not sufficient, nor are school principals’ product-focused approaches such as presentations and exhibitions. Mixed assessment models should be developed to monitor students’ learning outcomes in a healthier and fairer way. In this regard, alternative measurement techniques (portfolio, self-assessment, peer assessment, etc.) should also be promoted. Finally, the Ministry of National Education and relevant institutions should develop policies and support mechanisms that encourage the use of out-of-school learning environments. Providing financial support, preparing SIEF, Vol.33, No.1, 2026 5288  Türkmen & Dede Yemişci. (Türkiye). Science Education in Out-of-School Learning Environments. guidelines on safety and legislation, and facilitating transportation and organizational processes are this context. In addition, important curriculum-level adjustments should be made to permanently integrate out- of-school learning into the education system. Thus, these environments can become a sustainable and effective learning tool in science education. in Although this study provides valuable insights into how science teachers and school principals conceptualize and implement out-of-school learning environments, it is essential to acknowledge several methodological limitations to accurately frame the scope and transferability of the findings. First, the study was conducted with a relatively small sample size and relied on convenience sampling, which reduces the diversity of participant characteristics and limits the generalizability of the results beyond the immediate research context. Additionally, the exclusive use of semi- structured interviews means that the findings are based solely on participants’ subjective self-reports rather than triangulated with observational or documentary evidence. This reliance on self-perception may have introduced response bias, particularly given that participants were asked to evaluate their own planning competencies, regulatory knowledge, and pedagogical practices. These limitations suggest that future research should employ more rigorous sampling procedures, include larger and more heterogeneous participant groups, and incorporate mixed-method or longitudinal designs that integrate multiple data sources—such as field observations, student learning artifacts, follow-up interviews, or structured assessment measures. Such methodological expansions would not only strengthen the empirical robustness of the findings but also provide a more comprehensive and theoretically grounded understanding of how out-of-school learning environments influence science teaching, learning outcomes, and school- level implementation processes.

  generalrecommendationsevidence 5/5
  Keywords: school learning environments teachers process science education processes skills activities social assessment planning principals effective

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