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Open research questions in Art Education and Development

740 unresolved questions extracted from the limitations and future-work sections of 10,201 Art Education and Development papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Research and practice tend to overlook the dynamic interplay between meaning making, material-technological affordances, and aesthetic engagement. There is a need to reconceptualise covariational reasoning as an aesthetic-material practice distributed across assemblages of students, tools, graphs and sounds.

    Choreo-graphing periodic functions: aesthetically driven covariational reasoning · 2026 · DOI

  • Further research could explore the application of the revised CEFR-VL visual model in different educational contexts - Investigating the long-term effects of using the revised CEFR-VL visual model on students' visual literacy competency

    Enhancing Visual Literacy Competency in Arts Students Through Creative Visual Thinking: A Mixed-Methods Case Study · 2026 · DOI

  • The lack of a comprehensive framework for evaluating visual literacy in arts students. The need for a more effective method to enhance visual literacy competency in arts students. The limitation of the original CEFR-VL visual model in addressing the complex interplay between visual and verbal competencies.

    Enhancing Visual Literacy Competency in Arts Students Through Creative Visual Thinking: A Mixed-Methods Case Study · 2026 · DOI

  • The gap in the literature is the lack of understanding of how material identity resources support science identity shifts among girls. The study aims to address this gap by investigating the role of material resources in an integrative science and art educational setting.

    How upper elementary and middle school girls engage in integrative science and art thinking through material identity resources · 2026 · DOI

  • Training programmes rarely provide specialised art pedagogy, and the lack of standardised evaluation continues to undermine art's academic legitimacy.

    Creativity in Crisis or Crisis in Creativity? A Problem‐Finding Study of Artist‐Teachers in Indian Schools · 2026 · DOI

  • Abstract Art education plays a vital role in nurturing creativity, confidence and curiosity among students, yet the lived realities of art educators remain underexplored.

    Creativity in Crisis or Crisis in Creativity? A Problem‐Finding Study of Artist‐Teachers in Indian Schools · 2026 · DOI

  • Findings uplift the role of arts education in the academic journeys of Black and Latinx students navigating Eurocentric institutions and the need for further research on Black and Latinx students’ experiences with the arts.

    Arts Education and Black and Latinx Student Achievement and Attainment: Evidence from the High School Longitudinal Study of 2009 · 2025 · DOI

  • The way individuals view peace, in relationship to violence, varies widely depending on the past and present contextua.

    Exploring Conflict Transformation Through Experiences With Art · 2025 · DOI

  • This fills a needed gap in the research literature regarding understanding of fair use copyright law among media production teacher professional development programs, and carries implications for all media education and education generally, and media literacy/educational filmmaking PD specifically.

    “That’s plagiarism!”: The ‘filmed vs. found footage’ continuum in a pedagogical video composition teacher professional development program · 2024 · DOI

  • As arts educators we can play an impor- tant role in healing the American spirit. We can work as individuals and through our professional organizations. Time is running out, however, and the longer w e deny the awful truth about discrimination and bias, the closer w e come to serious conflict. Perhaps some of the following recommenda- tions can help us steer a truer course. I . We must learn to accept and celebrate diversity both in people and art. 2. Every child must have access to the finest representations from the art of the en- tire world.

    Demographic Changes: What Meaning for Arts Education? · 1987 · DOI

  • It is here that we leave solid, sun-lit ground, and enter the dark unex- that territory-territory plored should be examined with care-but is not. At this point, then, there is appre- hension that philanthropy is too con- servative and limited to a great inter- est in the past and future but not in the present. Are the artist’s values and those of the arts educator, the philanthropist, and the public enantiomorphic or merely the result of an educational failure-beginning in the arts them- selves? Can it be that arts educators cannot teach their benefactors or themselves? It would be ironic if the problem in education stemmed from insufficient knowledge.

    How Does Philanthropy Value Arts Education? · 1987 · DOI

  • In addition, educa- tional research has not yet established that differences in learning are directly related to instructional methodologies independent of a teacher's personality, and educational psychology does not yet account for more than 15 percent of human behavior (Haberman, 1982).

    Interaction and learning: Theorizing on the art of teaching · 1986 · DOI

  • If they observe classroom teachers and non-arts specialists involved in artistic experiences, students learn that participation in the arts is not limited to the talented few.

    The Arts in Education: A Search for Balance · 1987 · DOI

  • Open issues will permit the flexibility to publish articles on a vuiety of concerns in a single issue or to focus on one or more themes of immediate concern to the field.

    Interesting the Media in Serious Arts Education · 1987 · DOI

  • Traditional teaching methods can be ineffective in engaging students and promoting understanding in Biology. There is a need for alternative instructional approaches that can enhance student academic performance and support a deeper understanding of Biology concepts.

    Art-Based Learning in Biology: A Creative Approach · 2026 · DOI

  • The current understanding of visual literacy and its development in children is limited. The paper identifies a gap in the integration of cognitive, emotional, and spatial dimensions of learning.

    Sandbox Thinking · 2026 · DOI

  • Future research can apply the generative conditions framework to different educational contexts. It can examine the impact of relational conditions on generative learning in various settings.

    Art as a generative mediating space: a configurable framework for adolescent affective–sexual learning · 2026 · DOI

  • Existing affective-sexual education practices often have limitations in addressing complex issues. There is a need for a theoretical reconceptualization of the role of arts-based practices.

    Art as a generative mediating space: a configurable framework for adolescent affective–sexual learning · 2026 · DOI

  • The lack of integration of videogames into painting practice - The need for a pluralistic approach to storytelling - The importance of challenging oppositional thinking

    Analogising Art Practice as Gameplay · 2026 · DOI

  • The paper identifies a gap in the understanding of the historical-conceptual tensions that structure the problem of assessment in Art. It also highlights the need for a reconstruction of the evaluative logic, aligned with the nature of artistic knowledge.

    EVALUATING ART IN BASIC EDUCATION: HISTORICAL AND CONCEPTUAL TENSIONS OF A DISCIPLINE UNDER CONSTRUCTION · 2026 · DOI

  • Future research could explore the application of disability justice frameworks in a variety of artistic and design contexts. Future research could examine the impact of community-led and participatory approaches on the creation of more inclusive and accessible environments. Future research could investigate the ways in which disability aesthetics can inform the development of more equitable and sustainable artistic and design practices.

    Disability Aesthetics in Contemporary Art and Design: Representation, Access, and Inclusive Practice · 2026 · DOI

  • The paper identifies a gap in the existing literature on disability aesthetics, highlighting the need for a more nuanced and critically engaged understanding of the intersection of representation, access, and inclusive practice. The paper notes that existing approaches to disability aesthetics often prioritize either representation or access, rather than integrating both dimensions.

    Disability Aesthetics in Contemporary Art and Design: Representation, Access, and Inclusive Practice · 2026 · DOI

  • The study had limitations such as the potential for distractions and limited structure in Facebook Groups. The absence of LMS-specific features such as grading tools and submission tracking highlighted the platform's shortfalls.

    Teaching Art Appreciation Through a Social Media Platform · 2026 · DOI

  • The study identifies a gap in the literature regarding the use of social media platforms as temporary learning management systems in higher education. The research aims to explore the viability of Facebook Groups as a temporary LMS in teaching Art Appreciation.

    Teaching Art Appreciation Through a Social Media Platform · 2026 · DOI

  • There is a lack of understanding of the correlation between arts and craft activities and vocational skills development. There is a need for research on the impact of arts and craft activities on vocational skills development.

    Arts and Craft Activities as Correlate to Vocational Skills Development of Primary School Pupils in the English-Speaking Regions of Cameroon · 2026 · DOI

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740 open questions have been extracted from the limitations and future-work passages of 10,201 Art Education and Development papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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