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Open research questions in Education and Learning Interventions

177 unresolved questions extracted from the limitations and future-work sections of 1,558 Education and Learning Interventions papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Engaging students in a Chinese environment can be challenging due to many educational challenges. Teacher-centered teaching remains a significant issue in China. The study aims to address these challenges by exploring the potential of collaborative learning to improve student engagement.

    Impact of collaborative learning on student engagement in college English programs: mediating effect of peer support and moderating role of group size · 2025 · DOI

  • The study used a quantitative approach which may not capture all aspects of the research, - The study used a cross-sectional survey design which may not be suitable for longitudinal studies, - The study had a limited sample size of 425 students

    Impact of collaborative learning on student engagement in college English programs: mediating effect of peer support and moderating role of group size · 2025 · DOI

  • The impact of engaging online learning environments on students' cognitive engagement and well-being is under-researched. There is a need to explore the mediating roles of academic self-concept and flow in the relationship between engaging online learning environments and cognitive engagement and well-being.

    Understanding effects of engaging online learning environments on students’ cognitive engagement and well-being: the role of academic self-concept and flow · 2025 · DOI

  • investigating the long-term effects of AI-assisted instruction, - exploring the impact of AI-assisted instruction on other aspects of education, - examining the effectiveness of AI-assisted instruction in different educational settings

    Impact Pathways of AI-Supported Instruction on Learning Behaviors, Competence Development, and Academic Achievement in Engineering Education · 2025 · DOI

  • There is a critical gap in the literature on the mechanisms of AI integration in engineering education. Prior research has not fully explored the impact of AI-assisted instruction on learning behaviors, competence development, and academic achievement in engineering education.

    Impact Pathways of AI-Supported Instruction on Learning Behaviors, Competence Development, and Academic Achievement in Engineering Education · 2025 · DOI

  • Although AI-generated art is gaining recognition in the art world, its application in visual art education remains underexplored.

    Effects of AI-generated images in visual art education on students' classroom engagement, self-efficacy and cognitive load · 2025 · DOI

  • However, the factors influencing university students’ comprehensive experiences and perceptions of smart devices usage within the broader, integrated smart campus environment remain insufficiently understood.

    Determinants of university students’ attitudes towards smart devices in the smart campus environment · 2025 · DOI

  • However, how SES influences children's reading abilities across grades still warrants investigation.

    Influence of socioeconomic status on children’s reading abilities: the mediating role of home learning environment and the moderating role of grade level · 2025 · DOI

  • Evidence-based instructional practices (EBIPs) have been shown to benefit students in undergraduate biology, but little is known about the degree to which community college (CC) biology instructors use EBIPs or the barriers they encounter.

    Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors · 2024 · DOI

  • However, there is limited research on the advantages and disadvantages of counselors using avatars in online video counseling.

    An Exploratory Study of the Potential of Online Counseling for University Students by a Human-Operated Avatar Counselor · 2024 · DOI

  • The study faced challenges in terms of the small sample size and the limited generalizability of the findings. The study also faced challenges in terms of the complexity of the relationships between the variables.

    Effects of Basic Learning Ability Enhancement Program on Major Satisfaction of College Students: Analysis of the Sequential Mediating Effects of Self-efficacy and Learning Immersion · 2026 · DOI

  • There is a lack of research on the effects of basic learning ability enhancement programs on major satisfaction. Prior research has focused on the effects of such programs on academic achievement, but not on major satisfaction.

    Effects of Basic Learning Ability Enhancement Program on Major Satisfaction of College Students: Analysis of the Sequential Mediating Effects of Self-efficacy and Learning Immersion · 2026 · DOI

  • The study faced challenges in designing a VR-based learning system that can support concrete experience, active experimentation, and fulfillment of psychological needs. The study faced challenges in evaluating the effectiveness of the VR-based learning system in a quasi-experimental pre-test/post-test design.

    Psychosocial dimensions of immersive learning: a study of VR-enabled science education for children through the lens of self-determination theory · 2026 · DOI

  • The study identifies a gap in science education, particularly in abstract topics like optics. The study highlights the need to consider not only cognitive or performance-based outcomes of VR-based systems but also the broader psychosocial and motivational contexts in which such technologies are deployed.

    Psychosocial dimensions of immersive learning: a study of VR-enabled science education for children through the lens of self-determination theory · 2026 · DOI

  • The lack of effective teaching methods for IPAS learning. The need for innovative approaches to improve learning outcomes. The limited research on the use of quartet card media in education.

    Effect Of Teams Games Tournament (TGT) Cooperative Learning and Quartet Card Media on Elementary Students’ IPAS Learning Outcomes · 2026 · DOI

  • Policy Recommendations Based on the research findings, educational policymakers and institutional leaders should prioritise the following strategic actions: Develop trust-centered AI integration policies that address data privacy, algorithmic transparency, and ethical AI governance, as trust was found to be a critical mediating construct in the AIEd adoption pathway. Invest in facilitating conditions, including AI-enabling infrastructure, faculty training programmes, and technical support services, given that FC demonstrated significant effects on both adoption intent and adoption success. Design AI adoption incentive schemes that emphasise both the pedagogical value (PE) and the enjoyment dimensions (HM) of AI use, while ensuring that cost-effectiveness (PV) is clearly communicated to faculty stakeholders. Embed self-efficacy development programmes for AI use within faculty professional development curricula, as SE showed a direct positive effect on both IA and SAU. 7.2 Recommendations for Future Research The following directions for future research are recommended: Revise and validate the IA construct: Future research should develop new items for measuring Intent to Adopt AI for Teaching with higher factor loadings (ideally ≥ 0.70), and should consider whether a bifactorial or formative specification better reflects the multidimensional nature of behavioral intention toward AI in educational contexts.

    Determinants fo AIEd Success: An Extended UTAUT2 Perspective with CB-SEM · 2026 · DOI

  • The study notes the challenge of extreme heterogeneity across all models. The study highlights the need to consider the implementation, technology, and context when using digital technologies in physical education.

    The Effects of Digital Technologies on Physical Education Outcomes: A Systematic Review and Meta-Analysis · 2026 · DOI

  • The sample was restricted to five diverse yet Oslo-based secondary schools, limiting generalizability to rural or non-academic tracks in Norway or international contexts. Reliance on self-reported cross-sectional data precludes causal inference and may introduce social desirability bias. The lower internal consistency of the Digital Efficacy scale (α = .48) suggests room for refinement in future instrumentation.

    Norwegian secondary teachers’ perceptions of artificial intelligence in summative assessments · 2026 · DOI

  • Future research should employ longitudinal designs to track how perceptions evolve with actual AI exposure and policy changes. Qualitative methods, such as interviews or focus groups, would deepen understanding of the nuanced reasoning behind traditional preferences and workload responses.

    Norwegian secondary teachers’ perceptions of artificial intelligence in summative assessments · 2026 · DOI

  • Few studies have examined pre-service teachers' perceptions of GenAI. There is a need to explore the factors that influence pre-service teachers' adoption of GenAI.

    An investigation of pre-service teachers’ perceptions of generative artificial intelligence using an instrument based on expectancy-value theory and an evaluation of their learning anxiety · 2026 · DOI

  • The study identifies the challenge of promoting reflective engagement and self-directed learning in GenAI-supported learning environments. The study highlights the need to address the methodological limitations of the study, including the gender imbalance.

    From Intention to Reflection: Understanding Self-Directed Learning in the Use of Generative AI in Vietnam · 2026 · DOI

  • The study identifies a gap in the understanding of how students' intentions to use GenAI are associated with reflective engagement and self-directed learning. The study highlights the need to extend the Theory of Planned Behavior to account for the role of reflection and self-directed learning in GenAI-supported learning environments.

    From Intention to Reflection: Understanding Self-Directed Learning in the Use of Generative AI in Vietnam · 2026 · DOI

  • The study has a limited sample size of 202 participants. The study only examined pre-service teachers' intentions to use imVR, and did not consider actual use behavior.

    Applying and Testing an Extensively Modified UTAUT-2 Model to Examine Pre-Service Teachers’ Intention to Use Immersive Virtual Reality in Their Teaching · 2026 · DOI

  • One limitation is the narrow demographic scope of the study sample, which consisted exclusively of senior pre-service teachers enrolled in a course specifically designed to address the educational uses of imVR. We collected data at a single point in time; thus, we did not account for the long-term evolution of behavioral intentions.

    Applying and Testing an Extensively Modified UTAUT-2 Model to Examine Pre-Service Teachers’ Intention to Use Immersive Virtual Reality in Their Teaching · 2026 · DOI

  • The need for empirical validation of a multi-component model of readiness formation. The lack of research on the effectiveness of AI integration in higher education.

    Digital technologies and professional training: The case of human interaction specialists · 2026 · DOI

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177 open questions have been extracted from the limitations and future-work passages of 1,558 Education and Learning Interventions 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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