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Open research questions in Education Practices and Challenges

33 unresolved questions extracted from the limitations and future-work sections of 1,547 Education Practices and Challenges papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • CONCLUSION AND RECOMMENDATIONS In this study, it was determined that the services provided by university students in the context of social policy are not sufficient, the majority of them are not treated fairly when determining the KYK scholarship and dormitory and the amount of loans/scholarships is insufficient, and the rights given to disabled students and the library conditions at the university are not sufficient.

    Examining University Students' School Engagement in the Context of Social Policy · 2026 · DOI

  • Based on the results of this study, the following recommendations are proposed: • The TRNC preschool education curriculum should be enriched with more detailed learning outcomes and indicators, similar to those in the Türkiye program. • Field-based research should be conducted to evaluate the practical effectiveness of the curriculum. • In-service training programs should be provided to teachers focused on health and physical development activities. • A collaborative framework should be established between TRNC and Türkiye to facilitate content sharing and joint curriculum development for preschool education. • Curricula in both countries should be continuously monitored, reviewed, and updated to align with evolving needs. • New requirements in health and physical development brought by the digital age should be integrated into the curriculum.

    Evaluation of Preschool Education Programs in Terms of Health and Physical Development Domains · 2026 · DOI

  • This study is limited to document analysis, one of the qualitative research methods. Only the 2018 Preschool Education Program of the Ministry of National Education of the Turkish Republic of Northern Cyprus and the 2024 Preschool Education Program of the Ministry of National Education of the Republic of Türkiye were examined. No field study was conducted, and no data were collected regarding classroom implementations by preschool teachers, teachers’ experiences, or the effects of activities designed based on learning outcomes on children. This limitation restricts the generalizability of the findings concerning the effectiveness of the programs in practice. Another limitation of the study is that the analysis was confined solely to the health and physical development learning domain. The interactions between this domain and other developmental domains within the preschool education programs of the TRNC and Türkiye were not examined. This restricts a more in-depth evaluation of the programs’ holistic and child-centered comprehensive and developmental approach. Furthermore, the study was limited to the current versions of the programs; no comparison was made with previous versions of the preschool education programs implemented in either country. Therefore, changes and developments in the programs over time could not be analyzed. Finally, the comparison was limited to two countries. Preschool education programs from countries with different cultural values, pedagogical approaches, and educational policies were not included in the study. This limitation restricts the universality and broader applicability of the findings. REFERENCES Acay, S. (2004). Çocuk ezgileri. İstanbul: Morpa Yayınları. Arslan, Ö., Çavunt, F., Çoban, A., Dinç, E., Erkoç, A., Karan, S. Ş., Meriç, İ., Mutlu, N., Yavuz, E. A. (2021). Okul öncesi dönem çocuklarının öz düzenleme becerilerinin incelenmesi. International Primary Education Research Journal, 5(2), 180-199. https://doi.org/10.38089/iperj.2021.61 Bağcı, S. ve Kaya, İ. (2022). Okul öncesi dönemde çocukların fiziksel aktivitelerinin artırılmasında geleneksel oyunların rolü. Journal of Sustainable Educational Studies (JSES), 3(2), 141-149. Balcı, A. (2016). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara: Pegem Akademi. Bandy, T., Moore, K. A. (2010). Assessing self-regulation: A guide for out-of-school time program practitioners. Child Trends, 23(10), 1–7. https://doi.org/10.1037/e616952009- 001 38 Bardid, F., Rudd, J., Lenoir, M., Polman, R., & Barnett, L. (2015). Cross-cultural comparison of motor competence in children from Australia and Belgium. Journal of sport & exercise psychology, 37(suppl.), S24–S24. Doi: 10.3389/fpsyg.2015.00964 Boz, M. (2011).

    Evaluation of Preschool Education Programs in Terms of Health and Physical Development Domains · 2026 · DOI

  • Future research should validate the DÖMGeY scale using actual artifacts of digital teaching materials created by pre-service teachers, combined with expert evaluation rubrics, to establish convergent validity with objective competency indicators beyond self-reported measures.

    Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği · 2026 · DOI

  • The DÖMGeY scale development relied exclusively on pre-service teachers' self-assessments rather than objective performance measures or behavioral validation, making the instrument susceptible to response bias, manipulation, and systematic over- or under-estimation of digital material development competencies.

    Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği · 2026 · DOI

  • The DÖMGeY scale sample was drawn from a single university, which presents a critical scalability limitation for generalizing findings across different geographic regions and institutional contexts in Turkey. Future standardization research must include pre-service teachers from multiple universities across diverse regions to establish the instrument's validity for broader populations.

    Öğretmen Adayları için Dijital Öğretim Materyali Geliştirme Yeterliği Ölçeği · 2026 · DOI

  • test to be used for further studies. In this study, data were collected from a large and diverse sample, including high-ranked and private universities. However, the number of items in the MKT-EM test was kept to a minimum to satisfy the applicability of the test by allowing a manageable time duration for participants to complete both the scale and the test in a single session. Therefore, the results of some statistical analyses were not convincing in spite of significant p-values. Moreover, the findings related to the MKT-EM test were interpreted cautiously by avoiding generalizations due to small effect sizes obtained from statistical analyses.

    Exploring Preservice Teachers’ Knowledge for Teaching: Self-Perception Versus Actual Performance · 2026 · DOI

  • Upon evaluating the data obtained as a result of the study, it is seen that education expenditures are insufficient in Turkey, the importance attached to education remains at quite a lower level compared to the OECD-member countries, and Turkey’s problems in the field of education have begun to become inveterate.

    Overall Outlook of Education and Its Impact on the Economy in Turkey and OECD · 2022 · DOI

  • For the purpose of determining the situation AL, the survey has been limited to the questions regarding whether the places in ES like classrooms, outbuildings, laboratories, workshops / ateliers and toilettes, whose numbers are predicted to have increased, are adequate.

    4306 SAYILI KANUN KAPSAMINDA İLKÖĞRETİM OKUL BİNALARININ MEKÃNSAL YETERLİLİKLERİNİN İNCELENMESİ: ANKARA ÖRNEĞİ · 2014 · DOI

  • As a result of these research activities, that Teaching Practice activities are not coordinated by the faculty as seriously as it should be, that the majority of teachers are insufficient in the guidance of intern students, that the interns who go to practice schools create a positive impression on teachers and the students, and that intern teacher‟s preparations and plans about practices are due to change according to the attitudes of practitioner teachers are attained.

    2008 KÜRESEL FİNANSAL KRİZİNİN BORSA İSTANBUL (BIST)’DAKİ İMALAT İŞLETMELERİNİN FİNANSAL YAPILARI ÜZERİNE ETKİLERİ: OTOMOTİV SEKTÖRÜ ve FORD OTOSAN A.Ş. ÖRNEĞİ · 2014 · DOI

  • ates noted that the activities were too intensive, while the time allocated to social studies lessons was insufficient. Most social studies teachers stated that the number of lessons was insufficient.

    Opinions of Social Studies Teacher Candidates on The Türkiye Century Education Model (TYMM) and Its Implementation · 2026 · DOI

  • Moreover, the present study could be replicated by including the perspectives of teachers, parents and students, which would provide a more comprehensive understanding of the phenomenon under study.

    Middle School Students’ Perceptions of Desirable and Un-desirable Teacher Characteristics in Türkiye and Kazakhstan · 2026 · DOI

  • If we evaluate the findings of the study in general terms, it is seen that the free fall motion was not fully understood in the minds of the students and had some uncertainties.

    Fen Bilgisi Öğretmen Adaylarının Serbest Düşme Hareketine İlişkin Kavramsal Algıları · 2023 · DOI

  • It can be suggested that results of the theses covering the subjects of needs analysis and perception-view based upon teaching Turkish should be examined by Turkish governmental institutions teaching Turkish in these countries, and Turkish teaching policies should be updated based upon the results.

    Content Analysis for Postgraduate Theses Related to Teaching Turkish in the Balkan Countries · 2022 · DOI

  • They are of the opinion that the content of the course is insufficient and there are problems in the denotation and the definition of the fundamental concepts of children's literature, as well.

    Üniversitelerde Çocuk Edebiyatı Öğretiminin Öğretim Elemanı Boyutuna Göre Değerlendirilmesi · 2020 · DOI

  • Whereas, faculty members expressed their views that the course hours and the content of the classes are insufficient in order to help prospective teachers obtain required knowledge and proficiency they can use in their professional lives.

    Üniversitelerde Çocuk Edebiyatı Öğretiminin Öğretim Elemanı Boyutuna Göre Değerlendirilmesi · 2020 · DOI

  • 0 have been studied for education and the other four characteristics still need to be investigated such as “internet of things”, “autonomous robots”, “cyber physical systems”, “vertical and horizontal integrations”.

    The Possible Effects of 4th Industrial Revolution on Turkish Educational System · 2018 · DOI

  • The biggest barrier to resolve these questions is a lack of consensus on the definition of quality, and the purpose of the general research design is to bring together various perspectives and examine them individually in relation to the quality of Teacher Education Programs (TEPs).

    Defining Quality in Teacher Education: Initial Lessons from Turkish Public Higher Education Institutions · 2018 · DOI

  • Additionally, the quality standards that are met by curriculum, professors, students, facilities, libraries and equipment, and management create the foundation of the accreditation system in western countries, which are lacking in Turkey.

    TÜRKİYE'DE ÖĞRETMEN EĞİTİMİ PROGRAM STANDARTLARI VE AKREDİTASYONUNA İLİŞKİN ULUS · 2017 · DOI

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33 open questions have been extracted from the limitations and future-work passages of 1,547 Education Practices and Challenges 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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