Scalability gaps in Education

Representative open questions

Showing 30 of 227 — one per source paper, highest-quality first.

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

  Replication studies with larger and more diverse participant groups across different schools are required to confirm the validity and generalizability of block-based programming intervention effects on computational thinking and science achievement beyond the limited sample and single-school context of the current study.

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

  The research notes that integrating student response systems differs across schools and mentions concerns about using iPads with primary-age students, but does not provide empirical data on age-specific adaptation requirements or developmental appropriateness of student response systems for elementary versus secondary versus tertiary teacher education cohorts.

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

  Studies must investigate whether authentic integration of culture into science lessons through family and community storytelling is transferable across different cultural groups and geographic contexts, as the authors posit this is not a one-size-fits-all solution that can be replicated universally.

• Effect of Van Hiele group guided-discovery instructional approach on student engagement in learning plane geometry (2026) · doi

  The study reports large effect sizes for VHGGDIA on cognitive (η²=24.9%), behavioral (η²=21.9%), affective (η²=26.6%), and social engagement (η²=30.6%) in plane geometry, but does not investigate whether these effect sizes generalize across different grade levels, geometric content domains beyond plane geometry, or culturally diverse student populations.

• 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

  The study examined only two explainer videos on electrical circuits as stimuli; findings cannot be readily transferred to in-service teachers without extending the research to a larger sample of practicing teachers to account for documented differences in professional vision gaze patterns between pre-service and in-service teachers.

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

  The study was limited to two STEM topic areas (acids/bases and one additional topic), with both topics receiving identical 8-question assessments with only minor wording modifications between pre- and post-tests to reduce familiarity effects. Future work should expand concept-motivated and engagement-motivated signing video validation across diverse STEM topic domains (e.g., genetics, physics, chemistry) to determine whether signing style effectiveness generalizes or varies by content complexity and conceptual difficulty.

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

  The framework situates language-as-discipline within debates on disciplinary literacies and cites scholarship on history (Coffin, 2006) and science (Veel, 1997; Polias, 2016), but does not address how the 4Rs framework scales or adapts across different modern language contexts (e.g., classical languages, minority languages, heritage language learners, or multilingual contexts with L3/L4 acquisition).

• The Impactful Weight of Treating Beyond the Scale: A Comprehensive Course to Improve Obesity Care Among Medical Students (2026) · doi

  The comprehensive obesity curriculum intervention was delivered to medical students within a single CU2RE program summer semester context; the generalizability and effectiveness of this course structure across diverse medical school curricula, different institutional settings, and varying student populations (e.g., different training levels, specialties, or geographic regions) has not been empirically evaluated.

• PENGARUH PENGGUNAAN MODEL PROJECT BASED LEARNING BERBANTUAN MEDIA MATH POTATO CHIPS TERHADAP HASIL BELAJAR MATEMATIKA (2026) · doi

  The research was conducted only in a single Malaysian learning center (Sanggar Belajar Kampung Baru) with grade 3 students. Comparative studies across different educational contexts, grade levels, and cultural settings are needed to determine whether the Math Potato Chips media and PjBL model effects generalize across diverse school environments and student populations.

• Teaching-oriented modeling and numerical demonstration of Newton's law of gravitation (2026) · doi

  The extension to three-dimensional orbital motion or perturbations from non-spherical mass distributions is mentioned implicitly through the two-dimensional LC model construction, but explicit treatment of how the mechanical-electrical analogy scales to three spatial degrees of freedom or handles non-central gravitational forces remains absent.

• Pengaruh Model Pembelajaran Project Based Learning (PJBL) Terhadap Kemampuan Menulis Teks Cerita Hikayat Siswa Kelas X MA. Baitussalam (2026) · doi

  The study only examined Project Based Learning's effectiveness for hikayat narrative text writing in a single Islamic senior high school (MA. Baitussalam) with 58 students; the generalizability of this model to other Indonesian literary text genres (berita, biografi) and different school types (SMA, pesantren) with larger, more diverse student populations remains unclear.

• Peningkatan Proses dan Hasil Belajar Pendidikan Pancasila Model Think Pair Share Berbantu Video Animasi Kelas III (2026) · doi

  The study only tested the Think Pair Share model with animated video assistance in a single Grade III classroom (SDN 108/II Perumnas with 20 students); effectiveness across different grade levels, school types, and larger student populations for Pancasila education remains unexplored.

• THE POWER OF CARING: NEL NODDINGS’ CONTRIBUTIONS TO PHILOSOPHY AND EDUCATION (2026) · doi

  While the discussion claims that integrating care ethics into education creates more supportive learning environments, there is no specification of institutional barriers, resource constraints, or teacher training requirements needed to scale Noddings' relational and student-centered pedagogy across large heterogeneous school systems with varying teacher qualifications and administrative structures.

• INNOVATION IN ART EDUCATION THROUGH ADAPTIVE AND DIGITAL LEARNING PLATFORMS (2026) · doi

  The paper reports performance improvements across multiple metrics but does not compare the cost-effectiveness, scalability requirements, or technical infrastructure demands (server capacity, bandwidth, software licensing) of deploying adaptive digital art learning platforms across different educational contexts or resource-constrained environments.

• Ensino de desenvolvimento de software usando Inteligência Artificial através da plataforma Moodle (2026) · doi

  The bibliographic review emphasizes contemporary discussions (2024-2026) on AI and Moodle in software education but does not address whether findings from Portuguese-language and Brazilian educational contexts scale to different institutional settings, student populations, or software development curricula with varying complexity levels and disciplinary focuses.

• Teachers’ perceptions of artificial intelligence in curriculum integration: opportunities, concerns, and professional development needs (2026) · doi

  The study captured teachers' perceptions of AI curriculum integration at a single point in time; longitudinal studies examining how teachers' perceptions, AI literacy, and pedagogical integration skills evolve as AI tools become embedded in daily classroom practice are needed to understand attitude trajectories.

• CRAILF: A Zero-Cost Python-Based Gamified Framework for Enhancing AI Literacy Among Rural High School Students (2026) · doi

  The framework achieved 28% AI literacy improvement (Cohen's d = 0.85) in a small sample (n=20) of rural high school students over 6 weeks, but the paper does not address whether this effect size would persist across larger rural populations, longer implementation periods (beyond 6 weeks), different grade levels, or contexts with varying initial AI exposure and curriculum integration models.

• Desafíos éticos y alfabetización en Inteligencia Artificial en el currículo de Bachillerato: Una revisión sistemática (2026) · doi

  Rural secondary institutions show 50% lower implementation success rates than urban institutions; specific research on technological infrastructure requirements, connectivity thresholds, and hardware specifications needed to enable equitable AI literacy instruction in underresourced rural secondary schools is absent.

• Unpacking Teachers’ Transformative Agency Following Digital Fabrication Workshops on Making Mathematical Manipulatives (2026) · doi

  The study was conducted within a specific context of Community of Inquiry workshops emphasizing inquiry-based teaching, yet the paper does not examine whether transformative agency outcomes would differ in schools with traditional or standardized-curriculum-focused pedagogies, limiting generalizability across diverse educational settings.

• O ENSINO DE EDUCAÇÃO FINANCEIRA E MATEMÁTICA FINANCEIRA NA EDUCAÇÃO BÁSICA: UM ESTUDO SOB A PERSPETIVA DO PROFMAT NO ÂMBITO DO IFPI CAMPUS FLORIANO (2026) · doi

  The dissertations demonstrate effectiveness in secondary education contexts at IFPI Campus Floriano, but scalability and transferability to primary education levels or different geographic/socioeconomic contexts within basic education are not addressed. Replication studies extending financial education and mathematical modeling interventions to elementary school students and different regional contexts are needed.

• Using the chemistry of pharmaceuticals to introduce sustainable chemistry and systems thinking in general chemistry (2020) · doi

  The paper identifies that scaling SOCME diagram activities to whole-class settings requires 'significant instructional efforts and resources' but does not specify the quantitative resource requirements, class size thresholds, or instructor training protocols needed to implement this scaling in large-enrollment general chemistry courses with 100+ students.

• Understanding the Continuity of the Covid-19 Pandemic Via the Ministry's PASTI Appication (2026) · doi

  The study's respondent population was restricted to students within a single study program at one university; scaling the PASTI application evaluation to national and international scope across diverse educational institutions and demographic groups is required to validate generalizability of terminology understanding and pandemic preparedness.

• Pupuh Raehan Sebagai Basis Model Pembelajaran Digital-Interaktif pada Pendidikan Seni di SMK (2026) · doi

  The implementation of the digital-interactive model was conducted in a single SMK setting with one teacher; scalability factors such as teacher training requirements, varying internet bandwidth conditions, device access disparities across different school contexts, and cost-effectiveness for widespread adoption in rural versus urban SMK institutions remain unexamined.

• Nadarjeni učenci v dialogu z generativno umetno inteligenco: primer oblikovanja individualiziranih programov na OŠ Hajdina (2026) · doi

  The study analyzed only 8 gifted students at a single primary school (OŠ Hajdina); generalizability of the three-component model (diagnostic, developmental, reflective phases) for individualized program design with generative AI across different school types, student populations, and educational contexts remains unvalidated.

• Incorporating elements of green and sustainable chemistry in general chemistry via systems thinking (2019) · doi

  The generalizability and adaptability of the planetary boundaries framework for systems thinking integration has only been demonstrated through single-instructor implementation in one institution; scalability across diverse institutional contexts, instructor backgrounds, and student populations remains unexplored.

• Utilization of Performance-Based Assessment Tools in Enhancing Student Learning Outcomes in Science 7 (2026) · doi

  The paper demonstrates that most demographic and family-related variables (age, parents' occupation, monthly family income, number of children) do not significantly influence student perceptions of performance-based assessment utilization, but does not investigate whether these non-significant findings persist across different school contexts, socioeconomic regions, or whether the relationship becomes significant when examining longitudinal changes in perception over multiple academic terms.

• Artificial Intelligence (AI) Dalam Pendidikan Islam: Peluang, Tantangan, Dan Etika Keislaman (2026) · doi

  While the paper proposes that AI-supported curriculum innovation can help Islamic educational institutions remain relevant amid globalization and technological change, it does not specify which curriculum adaptation models, content areas, or institutional contexts (e.g., primary vs. higher education, urban vs. rural) should be prioritized or how such innovations should be evaluated.

• The Use of Augmented Reality as an Innovative Learning Tool For Fiqh Curriculum (2026) · doi

  The AR flashcard intervention was tested only with 25 students (n=10 experimental, n=15 control) at a single madrasah; effectiveness across larger student populations, multiple Islamic educational institutions, and different grade levels beyond 10th-grade students at Madrasah Aliyah Wali Songo requires validation.

• Design and Implementation of a Canva-Based Animation Video to Enhance Understanding of Food Webs in Elementary Science (2026) · doi

  Practicality testing was limited to individual and small-group trials (97.33% and 74.40 scores respectively); full-scale classroom implementation testing with diverse student populations, varying grade levels within elementary science, and different ecological contexts beyond food webs has not been conducted.

• Integrating Google Sites and project-based learning: Development of digital learning media (2026) · doi

  The study involved a single Grade V IPAS classroom or school context; scaling this intervention to multiple schools with varying teacher expertise, infrastructure quality (internet bandwidth, device availability), and socioeconomic student backgrounds requires investigation.