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Open research questions in Education and Technology Integration

175 unresolved questions extracted from the limitations and future-work sections of 6,672 Education and Technology Integration papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Theoretically, this study advances TPACK scholarship by embedding its development within a STEM-integrated project-based online physics learning framework, an area that remains insufficiently explored.

    TPACK Mastery through STEM-Integrated Project-Based Learning in Online Physics Course · 2026 · DOI

  • v38i2.4379 Mik-Meyer, N., 2020, ‘Multimethod qualitative research’, Qualitative Research 5, 357–374. Mishra, S. & Dey, A.K., 2022, ‘Understanding and identifying “themes” in qualitative case study research’, South Asian Journal of Business and Management Cases 11(3), 187–192. https://doi.org/10.1177/22779779221134659 Mokgwathi, M.S., Graham, M.A. & de Villiers, J.J.R., 2023, 'School infrastructure challenges in South Africa: Experiences of high school principals and teachers', South African Journal of Education, 43(4), 1–13. https://doi.org/10.15700/ saje.v43n4a2303 Moosa, S., Ncube, R. & Ramnarain, U., 2024, ‘Translating policy to practice: The status of ICT in STEM education in South Africa’, in Information and communications technology in STEM education, pp. 1–13, Routledge, London. Mugani, P., 2020, The pedagogical impact of smart classrooms on teaching and learning of grade 11 in the Tshwane South District, University of South Africa Press, Pretoria. Nickerson, C., 2022, ‘Interpretivism paradigm & research philosophy’, Simply Sociology 5(2), 50–67. Pandey, P. & Pandey, M.M., 2021, Research methodology tools and techniques, Bridge Center, New Delhi, IN. Saunders, M., Lewis, P. & Thornhill, A., 2009, Research methods for business students, 5th edn., Pearson Education, Harlow. Shambare, B. & Jita, T., 2024, ‘Understanding science teachers’ TPACK for virtual lab adoption in rural schools in South Africa: A mixed-methods approach’, Frontiers in Education 9, a1426451. https://doi.org/10.3389/feduc.2024.1426451 Shufutinsky, A., 2020, ‘Employing use of self for transparency, rigour, trustworthiness, and credibility in qualitative organisational research methods’, Organisation Development Review 52(1), 50–58. Smit, B. & Scherman, V., 2021, ‘Computer-assisted qualitative data analysis software for scoping reviews: A case of ATLAS.ti’, International Journal of Qualitative Methods 20, 16094069211019140. https://doi.org/10.1177/16094 069211019140 Tefo, R.M., 2022, 'The influence of smartboards on the teaching and learning of grade 12 physical science in Tshwane district', Unpublished thesis, University of South Africa, Pretoria, South Africa. Tondeur, J., Van Braak, J., Siddiq, F. & Scherer, R., 2016, ‘Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement’, Computers & Education 94, 134–150. https://doi.org/10.1016/ j.compedu.2015.11.009 Vears, D.F. & Gillam, L., 2022, ‘Inductive content analysis: A guide for beginning qualitative researchers’, Focus on Health Professional Education 23(1), 111–127. https://doi.org/10.11157/fohpe.v23i1.544 Vignato, J., Inman, M., Patsais, M.

    Guiding principles for the integration of smartboards in Grade 12 classrooms at a Soshanguve secondary school · 2026 · DOI

  • Notwithstanding the favourable findings, a key limitation of the study is the relatively small sample −51 teachers in total (27 in the IG and 24 in the CG)- which naturally restricts the statistical power and the extent to which the results can be generalised. These limitations indicate the need for further research on the long- term impact of the RPO, with larger samples for broader applicability. For example, a documentary analysis of the RPO cycle could provide valu- able information in this regard, highlighting an aspect that warrants further attention in future research.

    Reciprocal peer observation for enhancing teachers’ digital competence: insights from educational robotics implementation · 2026 · DOI

  • and Farley-Ripple, E. N., Tilley, K., & Tise, J. (2019). Toward a Framework for Classifying Teachers’ Use of Data. AERA Open, 5 (4). https://doi.org/10.1177/2332858419883571 Hase, A., Kahnbach, L., Kuhl, P., & Lehr, D. (2022). To use or not to use learning data: A survey study to explain German primary school teachers’ usage of data from digital learning platforms for purposes of individualization. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.920498 Ikemoto, G. S., & Marsh, J. A. (2007). Cutting through the “data-driven” mantra: Different conceptions of data-driven decision making. Evidence and Decision Making: Yearbook of the National Society for the Study of Education, 106 (1), 5, 105–131. https://doi.org/10.1111/j.1744-7984.2007.00099.x Karvonen, M., Espin, C., van der Lans, R., & Symons, J. (2024). Data to Inform Academic Instruction for 32 (2). Exceptionality, Disabilities: Supports.

    USING THE RESULTS OF EDUCATIONAL MONITORING IN TEACHING PRACTICE: THE ROLE OF TEACHERS’ EXPERIENCE AND BELIEFS · 2026 · DOI

  • instruction. Education, in of use https://doi.org/10.18820/2519593X/pie.v34i4.2 assessment data on Ansyari, A., Groot, W., & De Witte, K. (2020). Tracking the process of data use in education: A systematic review. Educational Research Review, 29, 100315. https://doi.org/10.1016/j.edurev.2020.100362 Datnow, A., & Hubbard, L. (2015). Teachers’ Use of Assessment Data to Inform Instruction: Lessons from 117 (4). Teachers College Record, Future.

    USING THE RESULTS OF EDUCATIONAL MONITORING IN TEACHING PRACTICE: THE ROLE OF TEACHERS’ EXPERIENCE AND BELIEFS · 2026 · DOI

  • If an item can be linked to more than one perspective, capital X denotes the main perspective. The naming of the items indicates whether they were taken from Questionnaire 1 (labeled with a hashtag) or newly constructed (labeled without hashtag) T3# T8# T10 T15# T18# T20# T22 T23 T24 T25_1 T25_2 Teaching practices Teachers’ beliefs Assessment practices x x x x x x x x X X X x x x x the second. This was not always possible since the first questionnaire referred to ERT during the first lockdown period (March–May 2020) when all schools in the three coun- tries were closed. However, the second questionnaire, administered in June 2021, referred to the school year after the first lockdown period (Sept 2020-June 2021) in which the situation at schools varied from full school closure to alternating online and face-to-face teaching and to hybrid teaching due to student absence. Therefore, we adapted items and constructed new items that better captured the new situation. Table 1 provides an overview of the items for the second questionnaire and their cor- respondence to the three perspectives. If an item addresses multiple perspectives, an upper-case X indicates the main perspective. As item types, we used multiple-choice, multiple-response, Likert-type items and slider bars. Items referring to teachers’ confi- dence had a 0–100 scale format, as recommended by Bandura (2006). We designed the questionnaire in English and translated it into German and Dutch. Although Dutch is spoken in the Netherlands as well as in Flanders, the questionnaire was localized according to differences in available technology, in commonly used vocabulary, et cetera. Despite these localizations, we carefully maintained the common meaning of questionnaire items.

    Mathematics teacher change in times of disruption: a longitudinal large-scale study across three countries · 2026 · DOI

  • Based on the results achieved and the limitations of the current study, some future research directions are suggested, including expanding the sample size and geographical scope of survey participants, combining this study with other qualitative or quantitative survey tools such as observation or testing, and exploring the scope of variables or studying specific variables in depth.

    Factors shaping teachers’ beliefs about ICT use in mathematics teaching · 2026 · DOI

  • 1. Teacher trainers should ensure that multimedia content is relevant and aligned with the curriculum, the content should be carefully selected to align with the learning objectives and outcomes of the curriculum. 2. Teacher trainers should provide guidance and support for students in using multimedia content effectively, such as by providing instructions or resources for accessing and using the content. 3. Teacher trainers should stay up-to-date with new technologies and multimedia trends, to ensure that they are using the most effective and engaging multimedia content in the classroom.

    Utilizing Multimedia Technology to Enhance Teaching in the Classroom: Implications for teacher-trainers · 2026 · DOI

  • The discussion will be structured around three central research directions that remain insufficiently explored: facilitating the design and evaluation of TEL systems that promote effective learning and quality of experience through innovative HCI approaches; adapting TEL systems to the complexity of educational environments; and modeling learners and users in TEL systems to account for their diversity, their preferences, and constraints.

    Designing Advanced Interfaces for Learning and Teaching · 2026 · DOI

  • Abstract While the value of multimodal learning experiences is well articulated in the literature, rich examples of learning experience (LX) design aiming to guide research and practice in authentic school classrooms are currently lacking.

    A learning experience design framework for multimodal learning in the early childhood · 2025 · DOI

  • The national upskilling programme data does not disaggregate program participants by geographic region, school district type, or demographic characteristics. Research should examine whether physics teacher upskilling programs equitably reach underrepresented regions or schools with highest physics teacher shortage, and whether training content is adapted to diverse classroom contexts and student populations.

    Remaking Physics Teacher Professional Learning: Designing a National Upskilling Programme for Physics Teachers · 2025 · DOI

  • The supply-demand alignment classifications for physics show persistent L-H (Low Supply, High Demand) designation across 2013-2020, yet the paper provides no analysis of institutional capacity constraints or resource limitations within physics teacher education programs. Investigation is needed into specific resource gaps in physics programs—such as laboratory facilities, equipment access, or expert faculty—that may explain why supply remains low despite high demand.

    Remaking Physics Teacher Professional Learning: Designing a National Upskilling Programme for Physics Teachers · 2025 · DOI

  • The paper documents Physics graduating student numbers across institutions (ranging from 2-29 students annually per the 2015-2021 data) but does not examine longitudinal career outcomes or retention rates of physics teachers after program completion. Research is needed to track whether physics teacher graduates remain in the profession and how their participation in national upskilling programs affects classroom practice and student achievement in physics.

    Remaking Physics Teacher Professional Learning: Designing a National Upskilling Programme for Physics Teachers · 2025 · DOI

  • The data tables track physics program supply and demand classifications (showing consistent L-H and M-H patterns) but lack qualitative investigation of why physics education experiences different market dynamics compared to biology and chemistry. Future work should include in-depth case studies of physics teacher upskilling programs to identify specific barriers in curriculum design, instructional quality, or professional development that affect teacher recruitment and retention in physics.

    Remaking Physics Teacher Professional Learning: Designing a National Upskilling Programme for Physics Teachers · 2025 · DOI

  • The paper presents enrollment and graduation data for physics teacher education programs across multiple years (2015-2021) but does not analyze the correlation between program offerings in physics education and actual student completion rates. A specific investigation is needed into why physics programs show persistent low-high (L-H) demand-supply misalignment patterns, examining whether curriculum design, pedagogical preparation, or institutional support factors in physics teacher professional learning programs drive these enrollment disparities.

    Remaking Physics Teacher Professional Learning: Designing a National Upskilling Programme for Physics Teachers · 2025 · DOI

  • The study recommends that ICT use in schooling still needs consistent support in cultivating positive ICT-related teacher beliefs and that further research on intrinsic barriers encountered in technology-rich contexts is required.

    Natural Sciences Teachers’ Beliefs as Barriers for Integrating ICTs in a Technology-rich Context · 2020 · DOI

  • Abstract Background The Next Generation Science Standards (NGSS) call for the integration of engineering content and practices in elementary science curricula, yet little is known about elementary teachers' preparedness to do so or their views on teaching engineering.

    Elementary teachers' perceptions of K‐5 engineering education and perceived barriers to implementation · 2019 · DOI

  • Despite numerous studies on ICT-ELT integration, little is known about how English teachers in vocational schools in Asia and particularly in Indonesia integrate ICT into their English lessons.

    Vocational school EFL teachers’ practices of integrating ICT into English lessons: Teachers’ voices · 2018 · DOI

  • Despite recent interest in understanding how technological, pedagogical, and content knowledge (TPACK) translates to action, limited research exists on how TPACK is developed within DBL contexts and what principles of DBL can be applied to TPACK development.

    Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach · 2016 · DOI

  • Contemporary school is inconceivable without the integrated interactive learning tools and information communication technologies (hereinafter referred to as ICT) in the education process However, according to research, ICT integration in the learning process is insufficient The aim of this research is to analyse the experience of pedagogues in using ICT during…

    Experience in using information communication technology during lessons in general education schools · 2015 · DOI

  • As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education.

    Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms · 2015 · DOI

  • Though discussion of the teacher factor in ICT-enabled science learning abounds in the literature, the investigation of Teacher Enactments (TEs) of ICT-facilitated lessons through exploring teaching practices is still under-explored and under-recognized.

    Collaborative Inquiry with a Web-Based Science Learning Environment: When Teachers Enact It Differently · 2014

  • Although several studies in other disciplines report that teachers planning with printbased ECMs tend to develop a better understanding of instructional strategies and their impact on student thinking (Collopy, 2003; Grossman & Thompson, 2004; Lloyd, 1999; Remillard, 2000, 2005; Schneider, Krajcik, & Marx, 2000), little is known about the effects of technology-enhanced ECMs or those designed for teaching in the social studies.

    Designing Web-Based Educative Curriculum Materials for the Social Studies · 2013

  • The study provided evidence that the impact of ICT as part of inclusive practice is not well understood by student teachers and that student teachers' attitudes towards digital equality do not feature highly in inclusive practices.

    Student teachers' attitudes and beliefs towards using ICT within inclusive education and practice · 2013 · DOI

  • The study found that simply overlaying ICT on the old organisational structure was insufficient, and that to succeed, the organisation needed to overhaul its basic structure.

    Action Research and ICT Implementation · 2012 · DOI

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175 open questions have been extracted from the limitations and future-work passages of 6,672 Education and Technology Integration 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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