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Open research questions in Education and Digital Technologies

154 unresolved questions extracted from the limitations and future-work sections of 1,277 Education and Digital Technologies papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Future research should investigate the effectiveness of computational thinking in different educational contexts. The study suggests the need for further research on the use of digital technologies and active methodologies in mathematics teaching.

    Pensamento computacional: aplicabilidade de tecnologias e metodologias ativas no ensino de matemática · 2026 · DOI

  • The research gap is the need to understand how computational thinking can contribute to mathematics teaching. The study highlights the lack of research on the application of computational thinking in mathematics education.

    Pensamento computacional: aplicabilidade de tecnologias e metodologias ativas no ensino de matemática · 2026 · DOI

  • The lack of critical reflection on the role of Digital Information and Communication Technologies (DICT) in enriching pedagogical practices. The need to overcome structural barriers and reduce access inequalities to effectively integrate digital technologies into high school education.

    O USO DE TECNOLOGIAS DIGITAIS NO ENSINO MÉDIO: DESAFIOS, LIMITES E PERSPECTIVAS PARA UMA PRÁTICA PEDAGÓGICA SIGNIFICATIVA · 2026 · DOI

  • The study identifies the challenge of developing critical and ethical approaches to technology integration. The research highlights the need for teachers to assume contours of pedagogical authorship and curation of knowledge. The paper notes the challenge of constructing ethical and meaningful learning processes in digital culture.

    MULTILETRAMENTOS, AUTORIA DOCENTE E INTELIGÊNCIA ARTIFICIAL GENERATIVA: NARRATIVAS DIGITAIS EM CONTEXTOS DE CULTURA DIGITAL AMPLIADA · 2026 · DOI

  • The integration of artistic practices in education can be challenging. There is a need to develop methodologies that incorporate artistic practices in education.

    Las prácticas artísticas como herramientas para el aprendizaje de contenidos y valores en el aula · 2026 · DOI

  • The process of literacy for people with visual disabilities has been marked by exclusion and marginalization. The use of digital assistive technologies can be challenging in contexts with limited resources. The study highlights the need for cooperation between different contexts to expand inclusive practices and strengthen educational policies.

    Política de letramento de pessoas com deficiência visual em Fortaleza e Bissau · 2026 · DOI

  • Structural challenges, such as deficient infrastructure and limited teacher training. Pedagogical challenges, such as the contradictions of the current neoliberal model.

    THE USE OF DIGITAL TECHNOLOGIES IN PUBLIC SCHOOLS: STRUCTURAL AND PEDAGOGICAL CHALLENGES · 2026 · DOI

  • Developing effective evaluation tools for technology-mediated learning environments. Promoting inclusive digital learning and metacognitive development. Addressing the limitations of the current study, including the need for further psychometric validation.

    Rubric for Webquest Evaluation: Development and Validation · 2026 · DOI

  • One of the challenges is the lack of training for teachers on adapting curricular content for students with visual impairments. Another challenge is the limited availability of accessible materials and assistive technologies.

    ADAPTAÇÃO CURRICULAR NA DEFICIÊNCIA VISUAL: CAMINHOS PARA UMA EDUCAÇÃO INCLUSIVA · 2026 · DOI

  • Limited face-to-face interaction in e-learning environments. Lack of structure and discipline in online learning. Information overload and feelings of isolation among students.

    Motivação para os estudantes no ambiente e-learning e o papel do professor no ambiente de aprendizagem · 2026 · DOI

  • Geographical isolation is a significant challenge in rural Amazonas education. The lack of infrastructure is a major obstacle to the use of technological tools. The digital gap in rural Amazonas education is a complex problem that requires a comprehensive solution.

    A tecnologia como impulsionadora da equidade: estratégias para reduzir o hiato digital na educação pública rural do Amazonas · 2026 · DOI

  • The complexity of teaching and learning processes. The need to develop pedagogical practices that prioritize autonomy, interaction, and the integral formation of subjects.

    Ensino e aprendizagem sob a óptica de Piaget, Vygotsky e Paulo Freire · 2026 · DOI

  • The paper identifies the challenge of integrating II and IA in education and society. The authors highlight the need for interdisciplinary research and collaboration.

    A Relação entre a Informática Interdisciplinar e a Inteligência Artificial · 2026 · DOI

  • The study identifies challenges related to infrastructure limitations, connectivity, and digital literacy. It highlights the need for teacher training and the adoption of pedagogical practices that favor autonomy, collaboration, and significant learning. The study acknowledges the importance of addressing structural inequalities and social heterogeneity in the educational context.

    TENDÊNCIAS EDUCACIONAIS E MEDIAÇÃO DOCENTE: CAMINHOS PARA A APRENDIZAGEM NA CULTURA DIGITAL · 2026 · DOI

  • The challenges posed by the incorporation of short videos and artificial intelligence into the educational context include the need to balance the use of these technologies with traditional teaching methods. The school must find a way to effectively integrate these technologies into the curriculum. The use of these technologies can also lead to the fragmentation of attention and the difficulty of maintaining focus on activities that require prolonged reading and reflection.

    ENTRE O SCROLL E O PROMPT: VÍDEOS CURTOS, INTELIGÊNCIA ARTIFICIAL E AS NOVAS FORMAS DE APRENDER · 2026 · DOI

  • The incorporation of digital platforms and data-based systems institutes a rationality oriented towards measurement and performativity. The teaching of Geography is marginalized due to its lack of generation of data. The algorithmic governance redefines the curriculum, but does not eliminate its disputed character.

    Governança algorítmica e marginalização da Geografia no currículo escolar · 2026 · DOI

  • The lack of pedagogical guidelines to support the use of artificial intelligence in education. The need for a critical approach to the use of artificial intelligence in education. The importance of preserving teacher authorship and student authorship in the use of artificial intelligence in education.

    EDUCAÇÃO CRÍTICA E HUMANIZADA NA ERA DA INTELIGÊNCIA ARTIFICIAL: MEDIAÇÃO DOCENTE, AUTORIA PEDAGÓGICA E OS LIMITES DA DELEGAÇÃO TECNOLÓGICA · 2026 · DOI

  • Current commercial solutions for digital expanders have limitations, such as high cost and dependence on large manufacturers. There is a need for a national, accessible, and personalized alternative to current digital expanders.

    Expansor digital com parafuso integrado · 2026 · DOI

  • The lack of understanding of how digital platforms can be designed to support cognitive processes. The need to consider cognitive limits when designing digital platforms for learning.

    APRENDER NA ERA DIGITAL: NEUROCIÊNCIA, COGNIÇÃO E PLATAFORMAS INTERATIVAS NA EDUCAÇÃO · 2026 · DOI

  • The need for investments in continued formation, technological infrastructure, and changes in the curricular organization of educational institutions is noted as a challenge.

    FORMAÇÃO DOCENTE E INTERDISCIPLINARIDADE NA ERA DIGITAL: PERSPECTIVAS PARA O DESENVOLVIMENTO PROFISSIONAL DOS PROFESSORES · 2026 · DOI

  • The gap involves the need for interdisciplinarity in teacher education. The current formation of teachers may not adequately prepare them for the demands of the digital age.

    FORMAÇÃO DOCENTE E INTERDISCIPLINARIDADE NA ERA DIGITAL: PERSPECTIVAS PARA O DESENVOLVIMENTO PROFISSIONAL DOS PROFESSORES · 2026 · DOI

  • The development of a system that offers personalized stimulation for children with ASD. The need for usability tests and empirical validation with the final users.

    Protótipo de um software web de dança para crianças com Transtorno do Espectro Autista – TEA · 2026 · DOI

  • The prototype was not submitted to usability tests or empirical validation with the final users. The paper highlights the need for future studies to validate the prototype.

    Protótipo de um software web de dança para crianças com Transtorno do Espectro Autista – TEA · 2026 · DOI

  • Future research should focus on the development of innovative methodologies and technologies that support the implementation of Education 5.0. Further studies should investigate the impact of Education 5.0 on student learning outcomes and teacher professional development.

    A geração digital e seu percurso escolar: novos horizontes para a prática docente · 2026 · DOI

  • The gap is the lack of understanding of how to implement a new approach to education that integrates technology and human skills in practice. The paper identifies the need for a critical and reflective approach to education, taking into account the cultural and social implications of technological transformations.

    A geração digital e seu percurso escolar: novos horizontes para a prática docente · 2026 · DOI

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154 open questions have been extracted from the limitations and future-work passages of 1,277 Education and Digital Technologies 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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