Yet, it remains unclear: What exactly is meant by quality

The gap

Evidence profile

Sourced from the stated research gap and limitations and abstract of the source papers, classified as general, drawn from work published between 2020 and 2026, spanning 3 journals. Those papers have been cited 39 times in total.

Supporting evidence — 3 representative gaps

• Teaching quality and student learning progress during Rwanda’s Leaders in Teaching programme: A longitudinal observational study (2026) · International Journal of Educational Development · doi

  The paper identifies a gap in the literature on the impact of teacher professional development programmes on teaching quality and student learning progress in low-income countries. It highlights the need for studies that examine the relationships between different dimensions of teaching quality and student learning outcomes. The paper responds to this gap by providing evidence on the effectiveness of the Leaders in Teaching programme in Rwanda.

  generalstated research gap
  Keywords: paper identifies gap literature impact teacher professional development
• Quality Education for Tanzania: “Think outside the Box” in Preparing Teachers (2026) · East African Journal of Arts and Social Sciences · doi

  that quality education The main limitation of this paper is that it is on “quality education”, but it does not give a precise definition of the concept due to its multiple definitions. However, regardless of the definition, most acknowledge is characterised by the outcomes and processes that are dependent on having quality teachers (Bocean et al 2018; Rice, 2003). According to UNESCO (2025), “Quality education provides students with the knowledge, skills, and opportunities to grow personally and academically, preparing them to be effective global citizens. It involves well-qualified teachers to achieve meaningful learning outcomes,” and includes “Quality learning” as the foundation of meaningful education, shaping how students engage with and make sense of what they learn. It is not just about retaining knowledge, is also about developing the cognitive, emotional, and social thrive and succeed to skills students need throughout their lifelong education journey”. Thus, “Quality Education” is achieved by the inclusion of multiple broad factors. The paper will only address issues that are directly related to classroom teachers. it 189 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Arts and Social Sciences, Volume 9, Issue 2, 2026 Article DOI : https://doi.org/10.37284/eajass.9.2.4852 The intention of the paper is to acknowledge that its content in “thinking out of the box” is not exhaustive. “Thinking outside the box” is a perpetual process demanding that educationists be creative in improving the quality of education in Tanzania.

  generallimitationsevidence 5/5
  Keywords: quality education teachers students definition multiple acknowledge outcomes knowledge skills meaningful learning social creative thinking
• Feeling Heard: Inclusive Education, Transformative Learning, and Productive Struggle (2020) · Educational Theory · cited 39× · doi

  Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions.

  generalabstractevidence 3/5
  Keywords: quality education remains unclear exactly meant conditions educational experiences possible learners essay diana murdoch andrea

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