Application gaps in Education

Representative open questions

Showing 30 of 537 — 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.

• 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

  Development and evaluation of high-quality instructional materials reflecting students' cultural and linguistic backgrounds is needed, with systematic comparison of adopted versus modified versus newly developed materials in terms of student science achievement and sense of belonging among historically marginalized populations.

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

  The paper reveals that emotional bursts or expressions that appear contextually mismatched to the current situation are sometimes misinterpreted by autistic users. Tools need to incorporate real-life situational contexts when teaching facial-emotion recognition so that autistic learners can connect emotional expressions to appropriate triggering circumstances.

• 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.

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

  The paper identifies that pedagogical-contextual quality can coexist with mathematical errors, requiring two-stage review processes for classroom implementation. However, no systematic framework or decision support tool for automating or prioritizing the pedagogical verification followed by mathematical accuracy verification workflow is proposed or tested.

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

  The paper recommends implementing Socratic Questioning Methods and monitoring ethical technology use (citation requirements, AI misuse mitigation) in BL curricula, but provides no empirical evidence or implementation guidelines for how instructors should operationalize these practices or measure their effectiveness on pre-service teachers' SDL outcomes.

• 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.

• Pemanfaatan Aplikasi ChatGPT dalam Mendukung Dosen Menyusun Artikel Ilmiah di Politeknik Aceh Selatan (2026) · doi

  The paper does not specify institutional policies or guidelines that were developed to govern ChatGPT use among faculty at Politeknik Aceh Selatan. Research should document and evaluate the effectiveness of specific institutional policies, disclosure requirements, and usage guidelines for ChatGPT in scientific article writing at polytechnic institutions.

• Role of Artificial Intelligence in Education: Transforming Learning in the Digital Era (2026) · doi

  The infrastructure inequality gap is identified as requiring government investment in under-served communities, but the paper does not specify which AI educational technologies are most critical for deployment in low-resource settings, what bandwidth or computational requirements constrain implementation, or how to evaluate cost-effectiveness of different AI solutions for different geographic contexts.

• Smart Technologies as Tools for Developing Sustainable Leadership Competencies in the Education System: A Conceptual Model and Directions for Empirical Validation (2026) · doi

  The theoretical model was developed exclusively for the education system context. Testing the applicability of the systems thinking → environmental responsibility → strategic decision-making chain in corporate training environments and ESG (Environmental, Social, Governance) programs is needed, including direct comparative analysis of 'education versus business' organizational contexts.

• Razvijanje veščin debatiranja s pomočjo umetne inteligence (2026) · doi

  The paper documents that some students initially over-relied on AI outputs without source verification in their first attempts, requiring teacher intervention on credibility criteria. A comparative study measuring the frequency and patterns of AI hallucination detection across different age groups, AI literacy levels, and source verification training intensities would clarify which pedagogical scaffolding mechanisms most effectively prevent uncritical AI dependency in argument formation.

• Evidence-Based Medicine in the Domain of Nuclear Medicine, the Fifty-Year View (2020) · doi

  The excerpt mentions governmental incentives driving adherence to EBM standards and AUCs in nuclear medicine, but does not identify which specific regulatory mechanisms, reimbursement structures, or policy interventions would most effectively incentivize EBM adoption among practitioners and institutions.

• Perspective: Beyond Storytelling in Medicine: An Encounter-Based Curriculum (2010) · doi

  No specific curriculum implementation data is provided for how encounter-based medical education should be structured across all four years of medical training, particularly regarding when and how to integrate literature interpretation skills, guideline appraisal, and knowledge obsolescence recognition into a coherent progression.

• DIDÁCTICO INTELIGENTE: USO DE APPS DE INTELIGENCIA ARTIFICIAL COMO APOYO ACADÉMICO PARA ESTUDIANTES DE TURISMO (2026) · doi

  The study only measured AI tool effectiveness in the Mexican Cultural Heritage course (Patrimonio Cultural de México) for tourism students; the generalizability of these findings to other tourism-related subjects (hotel management, destination marketing, cultural interpretation) and different academic disciplines remains unexamined.