Application gaps in Education

Representative open questions

Showing 30 of 675 — one per source paper, highest-quality first.

• Power-Optimized AI-Enhanced Telepresence Robots: A Validated Multi-Modal Framework for Sustainable Remote Learning in Higher Education (2026) · doi

  The paper identifies VR/AR integration as a potential enhancement for immersion in telepresence systems but provides no baseline metrics, implementation approach, or assessment framework; the specific technical integration pathways and resulting pedagogical impact remain unspecified.

• El desarrollo de la comprensión del aspecto matemático del logaritmo mediante la intuición y la axiomatización en los estudiantes de Licenciatura en Educación Secundaria con especialidad en Matemáticas al término de la aplicación de su programa educativo. (2026) · doi

  The paper concludes that appropriate didactic activity sequences could address observed student difficulties with basic logarithmic operations, but does not specify what types of activities, sequencing principles, or learning outcomes should guide the design of such interventions in the context of secondary mathematics teacher education.

• e-DigCompEdu: Digital Competences for Online Higher Education Framework (2026) · doi

  Section 7.2 requires researchers to disseminate scientific production through institutional repositories and academic social networks using 'modern dissemination tools and strategies,' but the framework does not specify which digital dissemination platforms, metrics, or evaluation criteria should be used to measure reach and impact across diverse audiences.

• A systematic review of generative artificial intelligence in education: Pedagogical impacts, ethical risks, and future directions (2026) · doi

  The paper notes that speech recognition and multilingual large language models enable higher-quality AI-assisted language learning but does not specify comparative effectiveness studies between AI-generated pronunciation feedback and human instructor feedback, or establish proficiency level benchmarks where AI-assisted language learning becomes inferior to human instruction.

• Ethical challenges of artificial intelligence in education: A systematic literature review on bias, privacy, and academic integrity (2026) · doi

  Privacy-sensitive AI and federated learning approaches are proposed as solutions for predictive analytics in learning management systems, but the paper does not specify what explicit governance structures, data minimization protocols, or consent mechanisms should be implemented at educational institutions to operationalize these frameworks while maintaining system utility.

• Error Patterns and Predictors in Solving Algebraic Word Problems: Evidence from Secondary School Students (2026) · doi

  The research documents that misinterpretation of the equal sign as a directive (rather than balance) is common among secondary students, but does not compare the efficacy of different pedagogical approaches (e.g., balance-scale models vs. equation-solving notation) in remediating this specific misconception across grade levels.

• ChatGPT in computer programming education: A review of current literature and applications (2026) · doi

  The review focused exclusively on ChatGPT, constraining generalisation to other generative AI tools with varied capabilities. Future work should examine comparative effectiveness of alternative generative AI systems (e.g., GitHub Copilot, Claude, Gemini) in programming instruction to capture differential educational impacts.

• Coding Science: The Role of Block-Based Programming Activities in Enhancing Computational Thinking and Science Achievement (2026) · doi

  Research must examine teacher professional development focusing on specific scaffolding strategies that simultaneously address the dual demands of science content instruction and coding instruction within block-based programming environments.

• When teachers learn by observation: Vicarious reinforcement and student response systems in teacher education (2026) · doi

  The research demonstrates SRS effectiveness in a single teacher education context but lacks investigation of how resource constraints—specifically insufficient iPad availability and device access disparities across schools—affect the feasibility and equity of implementing student response systems in resource-limited educational settings.

• A(n) (re)awakening: preservice teachers connecting their culture to science teaching along the US–México border (2026) · doi

  Research is needed to examine how preservice and inservice teachers navigate the borderlands between their cultural identities, languages, and community wealth when designing science classrooms, particularly regarding the integration of multiple linguistic backgrounds beyond the US-México border context.

• When faces trigger feelings: multi-stakeholder experiences, use, and expectations of facial-emotion learning technologies and materials for autistic people (2026) · doi

  The paper identifies that facial-emotion recognition tools currently lack integration of multisensory feedback mechanisms (touch, smell, sound) that autistic users report as engaging and motivating. Specifically, tools need to be redesigned to incorporate these sensory modalities beyond visual displays to accommodate the documented sensory preferences of autistic learners.

• On the development and potential influential aspects of prospective science teachers’ competencies for the use of explainer videos for learning in physics education (2026) · doi

  Awareness-raising interventions combining media-specific aspects with subject-specific educational aspects for explainer videos in physics education have not been designed or tested; development and evaluation of such integrated training approaches for pre-service and in-service teachers is needed.

• Producing concept-motivated signs supports learning of STEM in American Sign Language (2026) · doi

  Participants in Study 2 were recruited exclusively from the Washington, D.C. metro area and screened for advanced ASL fluency, creating a restricted sample that may not represent deaf and hard of hearing (DHH) students with varying ASL proficiency levels or those learning STEM in other educational contexts (K-12 vs. higher education, residential schools for the deaf vs. mainstream inclusion). The effectiveness of concept-motivated versus engagement-motivated ASL signing across different proficiency levels and educational settings remains unexplored.

• Pluriliteracies for global citizenship: the 4Rs framework for deeper learning in the modern language(s) classroom (2026) · doi

  While the paper argues that examining global issues through public culture texts (poems, films, social media, news) enables epistemic decentring and perspective-taking across ideological contexts, there is no specification of which types of digital microtexts, social media genres, or multimodal discourses are most effective for developing ethical perspective-taking in plurilingual contexts, or how text selection criteria should be operationalized.

• Adequacy and Utilization of Physical Resources: Implications for Effective Teaching and Learning (2026) · doi

  The paper identifies that teachers and administrators employ adaptive strategies to maximize limited physical resources, but provides no detailed documentation of these strategies or their effectiveness metrics. Research should specifically catalog and evaluate adaptive resource management practices in Delta State secondary schools, including cost-benefit analysis of different improvisation techniques.

• The Role of Artificial Intelligence in the Career Expectations of Ukrainian Students: Implications for Higher Education (2026) · doi

  The lack of systematic integration of AI literacy into Ukrainian educational curricula was identified but no empirical evaluation of educational interventions exists. Future research must assess the effectiveness of specific AI competency courses and training programs in reducing anxiety, enhancing employment confidence, and fostering ethical AI interaction among students across different academic disciplines.

• The Effects of Handwriting and Typing on Chinese Character Learning in the Digital Age: Evidence from Arab Adolescent Learners (2026) · doi

  The study proposes inquiry-based activities for understanding character structure and stroke order (e.g., sorting by stroke count, categorizing by structural patterns) but does not test whether these specific pedagogical approaches actually improve orthographic knowledge or reduce cognitive load compared to traditional handwriting instruction in Arab adolescents.

• No one-size-fits-all: a study of prompt techniques and large language models to enhance AI’s mathematics educational quality (2026) · doi

  The simulation-based design with 30 repetitions of identical prompts creates artificial conditions that only partially reflect classroom use. Future work should conduct in-situ classroom evaluations of Persona prompting and RAG techniques with authentic student-teacher interactions to validate ecological validity of the prompt engineering findings.

• The use of large language models to solve mathematical modeling problems: preservice mathematics teachers’ use practices, perceived affordances and challenges, and trustworthiness judgments of AI-generated outputs (2026) · doi

  The study identifies that PSTs turned to LLMs most frequently during mathematization phases due to perceived lack of confidence, but does not investigate which specific mathematization sub-tasks (formula generation, assumption development, data retrieval) would benefit most from targeted pedagogical scaffolding to develop independent competency before or alongside LLM use.

• Pre-service Teachers' Self-Directed Learning in a Blended Learning Environment: A Study on Scale Development and Affecting Factors (2026) · doi

  The community dimension emerged as important for SDL (preventing procrastination, disorientation, isolation), yet the paper does not specify what online social interaction characteristics (synchronous vs. asynchronous, structured vs. informal, peer vs. instructor-led) most effectively foster SDL in blended learning for pre-service teachers.

• Development of User Story and Design Thinking Integration Teaching Model for Software Engineering Education (2026) · doi

  The study tested the US-DT model exclusively on undergraduate software engineering students in one discipline; its effectiveness for other target groups such as graduate students, industry practitioners, or students in different engineering disciplines remains unexplored. Future research must expand implementation to diverse target groups to understand how pedagogical factors like prior experience and discipline context affect the model's impact on PEOU, PU, LM, and LS.

• Quality Evaluation of Indonesian Student-generated User Stories: Insight from Human and ChatGPT Evaluation (2026) · doi

  The paper suggests that instructional approaches to improve student user story quality aligned with QUS standards are needed but does not specify what pedagogical interventions should be tested; concrete pedagogical research is required to determine which teaching methods (e.g., rubric-based feedback, iterative peer review, automated quality checking) most effectively address the identified local gaps in Atomic, Ambiguity, Independent, and Complete criteria for Indonesian student populations.

• Beyond the lab bench: Pathways in inclusion, equity, and diversity in biology education and social justice (2020) · doi

  The application of the lasticity construct to specific biology curriculum design and implementation has not been documented. Research is needed to operationalize lasticity within laboratory courses, field work, and classroom instruction for Native Indigenous undergraduates from Yakama Nation and Navajo Nation, and Latinx students in Central Washington communities, with measurable learning outcomes.

• Research on the Teaching Model of AIGC-Empowered Interdisciplinary Competence Cultivation for Postgraduates in Biomedical Fields (2026) · doi

  The paper claims the model can be 'transferred to other interdisciplinary courses of engineering and life sciences' but provides implementation results only from Biomass Energy Engineering and Technology; systematic pilot testing across diverse biomedical subdisciplines (bioinformatics, pharmacology, medical imaging) remains unexplored.

• Academic Medicine in a Transformational Time (2015) · doi

  While telehealth services are identified as increasingly important for expanding primary care access through team-based care models, the paper does not address what evidence exists for effectiveness of telehealth in reducing wait times, improving outcomes, or supporting scope of practice expansion for non-physician providers in distributed or rural settings.

• INTEGRASI MODEL PENGOLAHAN INFORMASI DAN METODE INQUIRY DALAM MENDUKUNG DEEP LEARNING PADA KURIKULUM MERDEKA (2026) · doi

  The paper identifies that many teachers remain accustomed to traditional teaching approaches and lack confidence in managing active inquiry-based classrooms, but provides no data on the duration, intensity, or specific components required in teacher professional development interventions to achieve sustained competency in this integrated approach.

• From Equations to Real Problems: A Problem-Based Reform of Thermodynamics and Statistical Physics Teaching in Higher Education (2026) · doi

  While the authors suggest the problem-based model may be applicable to other conceptually difficult subjects with abstract principles and heavy mathematics, they do not identify which specific science subjects or which particular abstract concepts (beyond entropy, equilibrium, and spontaneity) should be prioritized for adaptation of this thermodynamics teaching reform.

• West Virginia University School of Medicine (2010) · doi

  The paper describes the West Virginia Rural Health Education Partnerships (WVRHEP) infrastructure serving 50 of West Virginia's 55 underserved rural counties through 12 regional consortia, but does not specify what mechanisms exist to coordinate training capacity across these 12 consortia to prevent bottlenecks, how training site utilization rates vary by region, or whether the 5 counties not fully served have distinct barriers requiring targeted intervention strategies.

• Peningkatan Proses Dan Hasil Belajar Ipas Siswa Menggunakan Model Project Based Learning Pada Kelas V SD Negeri 89/II Lubuk Niur (2026) · doi

  The sustained effectiveness and transfer of PjBL-induced learning gains in IPAS beyond the two-cycle intervention period and across subsequent academic terms or different content units within the subject remains unexplored, limiting understanding of long-term impact on student motivation and academic achievement.

• Undergraduate occupational medicine tuition in UK schools of medicine (2011) · doi

  Sickness absence certification is covered by only 43% of medical schools despite being an activity potentially undertaken by every qualified doctor in the UK; research is needed to identify barriers to undergraduate training in occupational health certification procedures and to evaluate effectiveness of different pedagogical approaches (lectures, clinical case studies, simulation) for teaching this competency.