One of the challenges identified is the limited existing

The gap

Evidence profile

Sourced from the limitations and recommendations and future work and stated research gap and stated challenges and future-work section of the source papers, classified as general, spanning 7 journals.

Supporting evidence — 8 representative gaps

• The Impact of Epistemological Beliefs and Achievement Motivation on Learning Outcomes and Academic Self-Efficacy in Education (2026) · International Journal of Instruction · doi

  Several limitations of the present study warrant consideration. First, the sample size was relatively small (n = 83) and drawn from a single university in Germany within the social sciences, which limits the generalizability of the findings across broader populations, different cultural contexts, and other academic disciplines. Second, the International Journal of Instruction, April 2026 ● Vol.19, No.2  Sun, Sailer & Schlag 13 intervention spanned a relatively short duration (10 weeks) and focused on a single course, constraining the study’s ability to capture the long-term effects of a 5E-based flipped classroom on students’ learning trajectories. Finally, although the statistical analyses revealed significant associations among key variables, the correlational nature of the design precludes causal inferences. Based on these findings, we offer several recommendations for practice and future research. First, instructors designing flipped classrooms should employ structured frameworks, such as the 5E model, to ensure implementation fidelity and enhance students’ academic self-efficacy and achievement motivation. Second, professional development programs should explicitly target teachers’ epistemological beliefs, as these beliefs shape how educators enact digital and inquiry-based pedagogies in the classroom. Third, for future research, scholars should recruit larger and more diverse samples, adopt longitudinal designs, and integrate mixed-method approaches to examine the long-term impacts of 5E-based flipped instruction and clarify the mechanisms linking epistemological beliefs, motivation, and learning outcomes. REFERENCES Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191 Béres, I., & Kis, M. (2018). Flipped classroom method combined with project-based group work. In Teaching and Learning in a Digital World: Proceedings of the 20th International Conference on Interactive Collaborative Learning-Volume 1 (pp. 553- 562). https://doi.org/10.1007/978-3-319-73210-7_65 Bråten, I., & Strømsø, H. I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge 635-657.

  generallimitationsevidence 5/5
  Keywords: based flipped learning beliefs classroom students several first relatively single academic second international instruction long
• Digital STEM Learning to Enhance Critical Thinking in Elementary Science Education: Evidence from a Quasi-Experimental Study (2026) · CENDEKIA : Jurnal Pendidikan Terintegrasi · doi

  should be acknowledged when interpreting the findings of this study. First, the research employed a quasi-experimental design without full randomization of participants, which may limit the ability to control for potential confounding variables fully. Second, the study was conducted within a single school context, and therefore, the findings may reflect contextual factors specific to the institutional environment, teacher practices, or student characteristics. Third, the intervention's duration was relatively short, which may not fully capture the long-term effects of digital STEM learning on students' cognitive development. These limitations suggest that the results should be interpreted with caution, particularly when generalizing the findings across different educational contexts. Future research should therefore explore several avenues further to advance understanding of digital STEM pedagogy in elementary education. Longitudinal studies could examine the sustained impact of digital STEM learning on students' cognitive development and academic performance over extended periods. Additional research across multiple schools and diverse educational contexts would further strengthen the external validity of the findings and provide insights into the contextual factors that influence STEM learning effectiveness. Furthermore, future investigations may examine additional variables, such as student motivation, self-regulated learning, and collaborative engagement, to develop a more comprehensive understanding of the mechanisms by which digital STEM learning influences the development of critical thinking. By extending research in these directions, scholars can contribute to the development of evidence-based pedagogical models that transform science education and prepare students with the cognitive competencies required to meet future scientific and technological challenges.

  generallimitationsevidence 5/5
  Keywords: stem learning digital development students cognitive future variables fully contextual factors student across educational contexts
• Effects of flipped learning on secondary students’ chemistry achievement and attitudes (2026) · Eurasia Journal of Mathematics, Science and Technology Education · doi

  improving Implications for flipped instruction These finding draw attention to the potential of the flipped model as a means of student engagement and performance in secondary chemistry classes in Jordan. Nevertheless, wider implementation of this teaching model is bound to consider the contingencies of national educational systems such as differences in school equipment, uneven availability of digital resources and variability in teachers’ computer skills. Institutional support–especially involving the Ministry of Education– is therefore a pre-requisite for designing the necessary circumstances to facilitate sustainable implementation. One form such support might take is integrating principles of FL into the national curricula, revising EURASIA J Math Sci Tech Ed, 2026, 22(5), em2827 teaching standards and systemic investment in digital infrastructure in schools. In order to enhance the efficacy of the intervention, it is suggested that teachers be encouraged to use FL as a result of their ability to develop deeper understanding, engage students actively and decrease dependence on teacher-centered classes. Teachers also need targeted professional development that provides them with the skills to design and manage digital instructional materials, support students in learning independently and reflect on their needs according confidence (Aburayash, 2021). Moreover, future studies should examine FL in noneconomic subjects and at other educational levels to study if it is appropriate or not. More diverse school settings could be introduced to the research, which might add credibility to its findings. By enriching the empirical evidence, educational policy a better makers understanding regarding how FL might be adapted to cater for diverse learners needs and result in sustainable education reform in Jordan.

  generalrecommendationsevidence 5/5
  Keywords: education author flipped digital jordan educational school teachers skills support students development learning statement classroom
• The Effect of the Flipped Classroom Model and the Argumentation-Based Learning Model on Students' Academic Achievement and Attitudes toward the Social Studies Course (2026) · Journal of Computer and Education Research · doi

  Based on the findings of this study, both the flipped classroom model and the 14 argumentation-based learning model can be used as student-centered alternatives in social studies teaching. Teachers may integrate short instructional videos, classroom discussions, evidence-based argumentation tasks, and collaborative activities to support students’ academic achievement and engagement. In-service training programs may be organized to help social studies teachers design and implement these models effectively. Particular attention should be given to planning age-appropriate digital materials, managing classroom discussion, and guiding students in constructing evidence-based arguments. Future studies should examine these models with different grade levels, learning areas, and longer intervention periods. Researchers are also encouraged to report effect sizes and to support quantitative findings with qualitative data in order to provide a more comprehensive understanding of how these instructional models influence learning processes. In addition, future comparative studies may examine whether the effects of flipped learning and argumentation-based learning vary according to learner autonomy, digital access, classroom discussion quality, and students’ prior achievement levels (Jang & Kim, 2020; Ünsal, 2018). J. Comp. Educ.

  generalrecommendationsevidence 5/5
  Keywords: based learning classroom argumentation students models flipped model social teachers instructional evidence support achievement digital
• English Major Students’ Perceptions of the Flipped Classroom in an EFL Context: A Case Study of Afghan English Major Students (2026) · Educational Point · doi

  https://doi.org/10.3390/educsci15091213 13 / 15 Adib et al. Educational Point, 2026, 3(1), e155 Aljaraideh, Y. (2019). Students’ perception of flipped classroom: A case study for private universities in Jordan. Journal of Technology and Science Education, 9(3), 368-377. https://doi.org/10.3926/jotse.648 Al-Samarraie, H., Shamsuddin, A. & Alzahrani, A.I. (2020). A flipped classroom model in higher education: a review of the 1017–1051.

  generalfuture workevidence 5/5
  Keywords: https flipped classroom education educsci adib educational point aljaraideh students perception case private universities jordan
• Applying the Flipped Classroom Model in Educational Studies Courses for Pre-Service Teachers (2026) · INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH · doi

  The study identifies a gap in the application of the Flipped Classroom Model in Educational Studies courses for pre-service teachers. The paper recognizes the need for instructional design competencies and institutional support systems for the successful implementation of FCM. The study acknowledges the importance of addressing the challenges of implementing the Flipped Classroom Model in educational settings.

  generalstated research gapevidence 5/5
  Keywords: study identifies gap application flipped classroom model educational
• El modelo de Flipped Classroom y su influencia en el rendimiento académico: una revisión sistemática (2026) · Etic net Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento · doi

  One of the challenges identified is the limited existing literature on the Flipped Classroom model and its influence on academic performance. Another challenge is the heterogeneity of the data, which makes it difficult to provide a quantitative analysis of the studies. The paper also identifies the need for further research on the long-term effects of the Flipped Classroom model on academic performance.

  generalstated challengesevidence 5/5
  Keywords: one challenges identified limited existing literature flipped classroom
• Applying the Flipped Classroom Model in Educational Studies Courses for Pre-Service Teachers (2026) · INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH · doi

  Future research should investigate the long-term effects of the Flipped Classroom Model on students' learning outcomes. The study suggests that further research is needed to explore the application of the Flipped Classroom Model in different educational contexts. The paper recommends that future studies examine the impact of the Flipped Classroom Model on instructors' professional development and institutional support systems.

  generalfuture-work sectionevidence 4/5
  Keywords: future research investigate long-term effects flipped classroom model

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