Application gaps in Social Science

Representative open questions

Showing 30 of 51 — one per source paper, highest-quality first.

• 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.

• 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.

• Profil Kesiapan Siswa pada Pembelajaran Biologi Berbasis Deep Learning Berdasarkan Self-Regulation dan Critical Thinking di Kelas X SMA (2026) · doi

  Critical thinking development shows inconsistent sensitivity to peer knowledge differences and social conditions during group work; research is needed to design and test structured collaborative protocols within deep learning biology lessons that systematically develop awareness of cognitive diversity and social awareness in group settings.

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

  While teachers emphasized the need for structured professional development to build AI literacy and prevent over-reliance and dependency, no empirical data exist comparing different professional development models (institutional training versus self-directed learning formats) for their effectiveness in translating positive perceptions into classroom practices.

• Employability Pathways in Tertiary Education: Insights from Cambodian Undergraduates (2026) · doi

  The study emphasizes that faculty development initiatives should concentrate on experiential learning pedagogies, but does not assess current teacher preparedness, existing training availability, or which specific pedagogical competencies Cambodian faculty lack. Research should evaluate the current state of faculty capabilities in student-centered and experiential learning delivery and identify targeted professional development needs for Cambodian higher education instructors.

• Wokeness as a Factor Shaping Teachers’ Conceptions Learners with Special Needs (LSN) vis-à-vis Inclusive Education (2026) · doi

  While the paper documents teacher strategies for upholding professional ethics in online public discourse, it does not examine how teachers navigate conflicting demands between personal advocacy, institutional policies, and learner privacy protection in real-time online situations. Case study analysis of actual controversial inclusion-related online incidents involving teachers is needed to understand decision-making under pressure.

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

  The study evaluated Google Sites-based learning media integrated with Project-Based Learning only in Grade V IPAS (Integrated Natural and Social Sciences) classrooms; effectiveness across different grade levels (elementary, middle, secondary) and different subject domains beyond IPAS remains unexamined.

• Worlds apart, learning together (2026) · doi

  The study lacks analysis of how specific institutional practices, policies, and faculty attitudes differentially impact each international student typology; comparative institutional research is needed to identify which particular support mechanisms (mentoring programs, language courses, cultural events) are most effective for focused scholars versus overwhelmed isolates versus other identified student groups.

• Teachers’ perceptions of obstacles to adapting assessment and instructional materials for students with learning disabilities in mainstream education (2026) · doi

  The research confirms that weak technological infrastructure and limited material resources impede adaptation of assessment and instructional materials, but does not investigate which specific assistive technologies, digital platforms, or resource management systems would most effectively reduce these obstacles within Saudi Arabian mainstream educational settings.

• Simulated influence, real impacts: a cross-cultural qualitative study of ethical and emotional perceptions of virtual influencers (2026) · doi

  References to responsibility attribution and explainability (Coeckelbergh 2020) and disclosure requirements (California SB 1001) are cited but the study does not examine whether transparent disclosure of virtual influencer artificial nature modulates emotional responses, ethical concerns, or perceived authenticity in the qualitative interview data.

• Academic Stress Predictors and Engagement of Teacher Education Students during Pandemic: A Mixed-methods Study (2026) · doi

  The qualitative findings reveal that low institutional cooperation and file-based asynchronous instruction reduce teacher education students' engagement and career commitment, but the paper does not specify which synchronous instructional protocols, institutional coordination models, or teacher competency standards should be tested to reverse this effect. Conduct intervention studies comparing different institutional support frameworks and instructor competency levels on teacher education student engagement.

• The silent barrier: how technology anxiety shapes AI adoption in rural classrooms in the western zone of Sabah (2026) · doi

  The conclusion recommends designing professional development programs focusing on rural teachers' anxiety reduction, yet the paper provides no baseline data on what specific AI tools or applications cause the highest configuration anxiety among rural science educators. Future intervention studies should first identify the most anxiety-inducing AI applications through qualitative analysis of rural teacher concerns, then test whether targeted training on those specific tools reduces anxiety and increases adoption rates.

• Etika kepimpinan moral pengarah urusan syarikat pembinaan dalam aspek pengurusan syarikat [The ethical moral leadership of managing directors in construction companies in the aspect of company management] (2026) · doi

  The study demonstrates that managing directors apply welfare practices based on Maslow's hierarchy but does not investigate whether these managing directors possess formal training, certification, or explicit knowledge of ethical leadership frameworks (Islamic ethics, corporate governance standards, construction industry codes) that might systematize their approach to amanah and kebajikan.

• The effectiveness of applying realistic mathematics education approach with the support of GeoGebra software (RME-SBG) in teaching calculus for high school students: A case of teaching the concept of derivatives (2026) · doi

  The research focused specifically on teaching the concept of derivatives in calculus; the effectiveness of the RME-SBG approach for other calculus topics or mathematical concepts remains unexplored.

• Descriptive Analysis of Science Process Skills (SPS) and Scientific Reasoning (SR) of High School Students and Pre-service Teacher in Science Learning (2026) · doi

  Application of SPS and SR in science learning is still inconsistent and has not become the main focus of learning activities, so that practical activities are not intensive enough to really strengthen SPS.

• Student Silence in Bangladeshi Tertiary-level EFL Classrooms: A Mixed-Method Study of Factors, Perceptions, and Recommendations (2026) · doi

  Investigating the role of digital tools (e.g., online forums, collaborative platforms, AI-assisted speaking practice) may offer practical solutions for reducing silence, particularly in large classes.

• The 325-Teaching Model and Physics Learning: Improvements in Students’ Experiences and Interest (2026) · doi

  No discussion is provided regarding potential barriers to implementation, teacher training requirements, or resource demands necessary to operationalize the 325-Teaching Model in practice.

• The impact of Neuroeducation on Teacher Training Programs: Reimagining Gender in Education (2026) · doi

  The study identifies a need to reverse the DML curriculum sequence by prioritizing evaluative skills before content creation, but implementation guidance for faculty training and curriculum redesign is limited.

• Navigating rural medical training: mapping the landscape of resident physician wellbeing using critical realist inquiry (2026) · doi

  While cultural factors around physician stoicism and rural self-reliance were identified as mechanisms, interventions to address these structural cultural norms require further development and testing.

• Transforming Environmental Education by Innovative Approaches to Teaching Sustainability and Biodiversity in the 21st Century (2026) · doi

  The study evaluates three pedagogical approaches but lacks detailed information on implementation fidelity, teacher training requirements, and institutional barriers that may affect successful adoption in diverse educational settings.

• The Influence of Principals’ Technological Leadership and Teachers’ Digital Competence on The Readiness For Implementing Coding and Artificial Intelligence-Based Learning in Senior High Schools in Langowan District (2026) · doi

  The greater variability in the readiness variable (Y) suggests the presence of technical or infrastructural factors that may require further evaluation.

• Blended learning and student engagement: a case of undergraduate business students in Nepal (2026) · doi

  Research should address how to overcome digital infrastructure challenges and develop contextually appropriate solutions for implementing blended learning in resource-constrained environments.

• The Influence of Teachers’ and Students’ Perceptions of Educational Technologies on Lesson Planning and Learning Performance (2026) · doi

  The study found that cost of internet access remained a significant limitation for disadvantaged students, but did not investigate solutions or interventions to address this economic barrier.

• Associação entre autopercepção de saúde e indicadores de ensino remoto, atividade física e saúde mental em estudantes de Educação Física durante a pandemia de COVID-19 (2026) · doi

  Institutional policies need to expand technological, pedagogical, and psychosocial support to students in emergency teaching contexts, but the effectiveness of such interventions requires empirical evaluation.

• A value-driven life in the detective novel Death of the Nile by Agatha Christie (2026) · doi

  The paper does not explore how Judeo-Christian values as a moral compass apply to non-European or non-Christian contexts, limiting the applicability of the framework.

• Quando a matemática encontra a ludicidade: percepções docentes sobre a ludicidade no ensino médio (2026) · doi

  There is a lack of research on ludic activities specifically designed for high school mathematics, with most available ludic activities being developed for early childhood education.

• Difficulties of Middle School Science Teachers with Non-physics Major in Teaching Physics Units (2024) · doi

  Differentiated support programs are needed for non-physics majors by subject specialty, including concept explanations using everyday materials, unit connections through science history, and diverse experiment training for biology and earth science teachers.

• Perceptions of Physics Teachers on Quantum Physics Education (2024) · doi

  The study did not examine the disconnect between high student preference for quantum physics and relatively lower teacher interest, curiosity, and teaching efficacy in this domain.

• Student experiences in a computational physics lab through the lens of physics computational literacy (2025) · doi

  The research does not fully explore how to balance structure and agency in designing for social computational literacy development while maintaining accessibility for students with different learning needs.

• The Changes inPre-Service Chemistry Teachers OrientationsTowards Chemistry TeachingDuring Chemistry Teaching Method Courses (2022) · doi

  The study identifies exam-focused orientation as persistent throughout but does not explore interventions or strategies to address this orientation despite its prevalence.