Scalability gaps in Social Science

Representative open questions

Showing 17 of 17 — one per source paper, highest-quality first.

• 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.

• 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.

• 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

  Future research should investigate how the RME-SBG approach performs across different grade levels, diverse student populations, and varying socioeconomic contexts to establish broader applicability.

• 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 study was conducted in Langowan District senior high schools only, with 79 valid respondents, limiting generalizability across different geographic regions and educational contexts.

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

  The paper does not address how the 325-Teaching Model can be scaled, implemented, or adapted across diverse educational contexts, student populations, or institutional constraints.

• The Influence of Kinemaster Application-Based Learning Media and Learning Environment on Student Learning Motivation at SD Katolik 1 Santo Yohanes Tomohon (2026) · doi

  The study was conducted at only one elementary school (SD Katolik 1 Santo Yohanes Tomohon), limiting generalizability to other schools and educational contexts.

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

  The study demonstrates that domain-specific mastery experiences are pivotal to building AO in digital pedagogical contexts, but the generalizability of this finding across different cultural contexts and educational systems remains unexplored.

• Digital Surveillance and Self-Censorship in Autocracies: Evidence from a Survey Experiment in Kazakhstan (2026) · doi

  While the study examines autocratic settings, the generalizability of findings to democratic societies where surveillance cues and political sensitivity operate differently remains unclear.

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

  The research does not address how these innovative pedagogical approaches can be scaled across different educational levels, socioeconomic contexts, or resource-limited settings.

• Unravelling the Complexities of Reproductive Health Services Utilization: A Mixed-Method Analysis of Socio-Economic and Cultural Factors among Women in Sargodha, Pakistan (2026) · doi

  The study identifies that micro and macroeconomic determinants and sociocultural factors significantly impact reproductive health, but lacks comprehensive examination of how these interact across different geographical and demographic contexts beyond Sargodha.

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

  The study was limited to Junior High Schools in the EJMD; findings may not be generalizable to other educational levels or geographic contexts.

• The Mediating Role of Trust and Commitment in Tithing Behavior among Church Members in Rwanda (2026) · doi

  The study only examined tithing behavior in the Seventh-day Adventist Church in Rwanda; findings may not generalize across different denominations and national contexts.

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

  The study was limited to a specific region (Piemonte Norte do Itapicuru, Bahia) with a small sample of high school math teachers, limiting generalizability of findings to other contexts and educational levels.

• Perceptions and Insights on Industrial Training: A Study of IIUM Mechatronics Engineering Students (2026) · doi

  The study is limited to IIUM Mechatronics Engineering students; findings may not be generalizable to other engineering disciplines or institutions.

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

  The study focused deeply on the 'Electricity and Magnetism' unit with only 7 teachers, limiting generalizability of findings to other physics units or broader teacher populations.

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

  The results of this study are limited to ten pre-service chemistry teachers and therefore cannot be generalised to different pre-service chemistry teachers and contexts.

• Analysis of Student Difficulties in Learning Biology (2023) · doi

  The research is limited in scope and geographic context, with no indication of whether findings generalize beyond the specific schools studied or to different educational systems and cultural contexts.