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Open research questions in Education and Technology Integration

409 unresolved questions extracted from the limitations and future-work sections of 6,784 Education and Technology Integration papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • primary school teachers often lack background knowledge in S&T, - have limited pedagogical content knowledge, - have an inadequate understanding of problem-solving skills combined with generally low self-efficacy in this domain

    Evaluation of an activity connecting quantum technology and arts and craft for primary education · 2026 · DOI

  • investigating how this activity influences pre-service teacher views on science & technology (S&T) education, - teaching S&T to all students from a young age onwards to inspire a larger and more diverse group of future scientists and engineers

    Evaluation of an activity connecting quantum technology and arts and craft for primary education · 2026 · DOI

  • A discernible gap still exists in how primary school teachers incorporate and experience teaching mathematics using smartboards. There is a need to understand the experiences of primary school teachers in using smartboards for mathematics teaching and learning.

    Primary school teachers’ experiences of teaching mathematics, incorporating smartboards · 2026 · DOI

  • The study does not provide a comprehensive analysis of the long-term effects of digital tool use on children's development. The study is limited to the analysis of digital tools in preschool education institutions and does not consider their use in other educational settings.

    THE IMPORTANCE OF PROPER USE OF DIGITAL TOOLS IN PRESCHOOL EDUCATION · 2026 · DOI

  • There is a need for a comprehensive analysis of the pedagogical potential of digital tools in preschool education. There is a lack of guidelines for the effective use of digital tools in preschool education institutions.

    THE IMPORTANCE OF PROPER USE OF DIGITAL TOOLS IN PRESCHOOL EDUCATION · 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

  • The development of pedagogical technologies that meet modern educational requirements. The need for a systematic approach to the development of pedagogical technologies.

    Effective Technologies for Creating Pedagogical Technologies in Primary Education · 2026 · DOI

  • The existing scientific literature on the use of pedagogical technologies in primary education is not sufficiently systematized. There is a need for further research on the development of effective pedagogical technologies.

    Effective Technologies for Creating Pedagogical Technologies in Primary Education · 2026 · DOI

  • There is a need to improve pedagogical skills in the modern educational system. The current methods may not be sufficient to enhance student cognitive activity.

    THE ROLE OF INTERACTIVE METHODS AND MODERN PEDAGOGICAL TECHNOLOGIES IN ENHANCING PEDAGOGICAL SKILLS · 2026 · DOI

  • There is a need to investigate preservice science teachers' knowledge levels regarding Web 2.0 tools. There is a need to explore preservice science teachers' perceptions of the role of Web 2.0 tools in science instruction.

    Examination Of Preservice Science Teachers' Views On Web 2.0 Tools · 2026 · DOI

  • the study identifies a gap in the use of smart boards in education, - the study aims to address the gap by exploring the opportunities and critical issues of smart boards

    Smart Board · 2026 · DOI

  • Future studies should examine the long-term effects of technology integration on student learning. Future studies should investigate the impact of technology integration on teacher professional development. Future studies should explore the use of the SAMR model in other subjects and contexts.

    Technology Integration in Middle School Mathematics: Teachers' Perspectives, Challenges, and Opportunities through the SAMR Model · 2026 · DOI

  • There is a lack of understanding of middle school mathematics teachers' experiences with technology integration. There is a need to examine the benefits and challenges of technology use in mathematics education. There is a need to provide suggestions for teachers and schools to improve technology integration.

    Technology Integration in Middle School Mathematics: Teachers' Perspectives, Challenges, and Opportunities through the SAMR Model · 2026 · DOI

  • The study's sample size is limited to 130 special education teachers. The study only examines the level of technology use among special education teachers in one specific context.

    Technology Use in Special Education: An Examination of Special Education Teachers' Technological Pedagogical Content Knowledge and Implementation Skills · 2026 · DOI

  • The study has a limited sample size of 422 secondary school teachers in Vietnam. The study only examines the factors influencing teachers' beliefs about ICT use in mathematics teaching and does not investigate other aspects of ICT use in education.

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

  • The study suggests that future research should investigate the impact of ICT use on student learning outcomes in mathematics. The study proposes that future research should examine the factors influencing teachers' beliefs about ICT use in other subjects.

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

  • There is a need to explore the strategies adopted by teachers in rural schools to overcome challenges associated with technology integration. There is a lack of understanding of the challenges faced by teachers when integrating technology in their classrooms.

    Strategies adopted by South African teachers to overcome challenges associated with technology integration in rural schools · 2026 · DOI

  • The beliefs influencing EFL teachers' utilization of technology have not been sufficiently examined, particularly in the Chinese context.

    Exploring EFL teachers’ beliefs about technology integration: Applying the PBT model in Chinese higher education · 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

  • The gap is the need for more effective strategies to enhance student engagement in English language teaching settings. The gap is the lack of understanding of how action research can be used to develop more effective strategies for fostering student engagement.

    Technology-enhanced action research for developing instructional practices that promote student engagement in ELT · 2026 · DOI

  • Longitudinal studies to capture long-term learning effects. Comparative studies to examine the effectiveness of different technology-integrated teaching approaches. Research on the impact of education technology on diverse learning needs and outcomes.

    IMPACT OF LATEST TEACHING METHODS IN EDUCATION TECHNOLOGY: TRANSFORMING MODERN TEACHING AND LEARNING · 2026 · DOI

  • The lack of studies examining the impact of latest teaching methods enabled by education technology on modern teaching and learning processes. The need for a systematic framework to examine the influence of these methods on student engagement, academic performance, and teacher perceptions.

    IMPACT OF LATEST TEACHING METHODS IN EDUCATION TECHNOLOGY: TRANSFORMING MODERN TEACHING AND LEARNING · 2026 · DOI

  • The study suggests that future research should focus on investigating the factors that influence teachers' use of monitoring results in their practice. The study implies that future research should explore the development of comprehensive approaches to working with teachers on monitoring studies.

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

  • The study identifies a gap in the current research on the relationship between teachers' experience and beliefs in using educational monitoring results. The study highlights the lack of understanding of the factors that influence teachers' use of monitoring results in their practice.

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

  • There is a need to understand how eTwinning projects assist teachers' needs. The paper identifies a gap in the existing literature on the impact of eTwinning projects on teachers' needs.

    eTwinning and teachers' needs: A systematic review · 2026 · DOI

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409 open questions have been extracted from the limitations and future-work passages of 6,784 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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