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Open research questions in Education Practices and Evaluation

67 unresolved questions extracted from the limitations and future-work sections of 761 Education Practices and Evaluation papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Language barriers and diverse learning styles pose challenges in online learning. Teachers' lack of understanding of multicultural education concepts and limited ability to integrate multicultural values into online learning materials are challenges.

    Revealing gendered patterns and teacher competency status in online multicultural teaching competency · 2026 · DOI

  • Further research could explore the impact of other factors on OMTC, such as teaching experience and educational level. Future studies could investigate the effectiveness of different training programs in improving OMTC. Research could also examine the relationship between OMTC and student outcomes.

    Revealing gendered patterns and teacher competency status in online multicultural teaching competency · 2026 · DOI

  • The current implementation of climate change education in national school curricula is inadequate. There is a lack of action-oriented and socio-emotional dimensions in climate change education. The study identifies the need for more comprehensive and effective climate change education.

    The Implementation of Climate Change Education in the National Curricula of Selected European Countries · 2026 · DOI

  • Some limitations of this study have to be mentioned. First, the fact that several curriculum documents were analysed in translation (using AI tools and checked manually by the authors) could mean that some nuances of language, terminolo- gy, and cultural context may have been lost or misinterpreted. Second, the initial phase employed a keyword search, which may overlook implicit or metaphorical references to climate change concepts or broader sustainability and climate-relat- ed content. Additionally, the qualitative nature of the content analysis introduces certain limitations regarding the interpretation of curricular data. Given that the Sociologický časopis / Czech Sociological Review, 2026, online first 25 coding frame was synthesised from multiple, diverse CCE and ESD frameworks, conceptualising them into a single theoretical framework inherently involves a degree of complexity and adaptation. Consequently, the classification of specif- ic curricular items into sub-dimensions was occasionally challenging due to the context-dependent nature of the keywords. Furthermore, the multiple case study of four countries was designed to illustrate different approaches to CCE implementation. However, our findings cannot be generalised to all European contexts because national curricula reflect unique political, cultural, and educational traditions. Finally, the study focused exclusively on curricular documents, which represent only the intended imple- mentation of CCE. How teachers interpret, prioritise, and implement CCE in the classroom may differ significantly from the written curricula. It is also worth mentioning that curriculum reforms are ongoing in many European countries, and our findings may quickly become outdated. The results should therefore be understood as a snapshot in time rather than a definitive account of long-term trends.

    The Implementation of Climate Change Education in the National Curricula of Selected European Countries · 2026 · DOI

  • The marginal inclusion of environmental education in teacher training programmes. The lack of systematic support and pedagogical frameworks for developing both knowledge and practical skills among future educators.

    Climate Competence in the Education of Preschool and Early School Teachers · 2026 · DOI

  • These findings justify the need to incorporate climate-related content into teacher education curricula and to undertake further research on effective implementation strat- egies, methodological support and graduates’ professional practice, which could inform the development of a modern model of teacher education grounded in responsibility, environmental awareness and action for future generations.

    Climate Competence in the Education of Preschool and Early School Teachers · 2026 · DOI

  • There is a lack of understanding of preschool teachers' awareness of climate change. There is a need for field-specific, practice-based, and pedagogically focused professional support for teachers.

    Preschool Teachers' Awareness of Climate Change: Educational Considerations to Global Issues · 2026 · DOI

  • Climate change is a complex and multifaceted issue. Pre-service teachers may lack knowledge about the causes of climate change and global organizations. Individual attitudes and awareness activities can impact awareness levels.

    Examining Pre-service Teachers’ Awareness of Global Climate Change Using a Mixed-method Approach · 2026 · DOI

  • There is a gap in knowledge about the causes of climate change and global organizations among pre-service teachers. The study aims to investigate this gap and identify factors affecting awareness levels.

    Examining Pre-service Teachers’ Awareness of Global Climate Change Using a Mixed-method Approach · 2026 · DOI

  • The lack of understanding of how school climate varies by grade level and socioeconomic status. The need to examine students' perceptions of school climate in relation to school type and grade level.

    Investigation of Secondary School Students' Perceptions of School Climate According to School and Class Level: A Case Study · 2026 · DOI

  • their school environment. For instance, 8th-grade students, who are entering adolescence, may assess teacher behaviors and school policies more critically, leading to less favorable perceptions of these aspects. toward Moreover, increased academic pressure and exam-oriented practices in upper grades may contribute to students perceiving the school environment as more stressful and less supportive. Barksdale, Peters, and Corrales (2019) also reported that students’ satisfaction with the classroom climate decreases with grade level, and this decline is closely linked to academic motivation. These findings underscore the dynamic nature of school climate perceptions and their relationship to students’ emotional stages. Cognitive developmental transformations during adolescence prompt students to adopt more critical attitudes toward their educational environment. Additionally, the intensification of academic demands in higher grades may lead students to perceive the school climate as less nurturing and more stressful. and Therefore, to sustain a positive school climate across all grade levels, it is essential to formulate developmentally responsive educational policies that address the specific needs of students at different stages of development.

    Investigation of Secondary School Students' Perceptions of School Climate According to School and Class Level: A Case Study · 2026 · DOI

  • Educators face challenges in understanding and introducing CCE into the classrooms. Children experience emotions such as sadness, fear, powerlessness, and hopelessness as they become more aware of the impending climate crisis. There is a need for effective climate change education strategies for young learners.

    Contemporary pedagogical approaches to climate change education in Kindergarten · 2026 · DOI

  • There is a need for effective climate change education strategies for young learners. There is a lack of research on the use of project-based learning in teaching CCE to Kindergarten children. There is a need for hands-on activities that can be used to teach climate change education in Kindergarten classrooms.

    Contemporary pedagogical approaches to climate change education in Kindergarten · 2026 · DOI

  • Developing the competencies required for nature school teachers. Overcoming the 'belief-practice gap' in nature-based education. Providing opportunities for teachers to develop their competencies in nature-based education.

    Mapping the competencies of nature school teachers: a systematic literature review · 2026 · DOI

  • The 'belief-practice gap' between educators' beliefs and practices in nature-based education. The lack of a comprehensive competency map for nature school teachers.

    Mapping the competencies of nature school teachers: a systematic literature review · 2026 · DOI

  • There is a lack of research on the incorporation of climate change education into medical curricula. There is a need to understand the perspectives of students and faculty on climate change education.

    Evaluating interest and feasibility of climate education at a medical school in Michigan · 2026 · DOI

  • The study does not provide a comprehensive analysis of the challenges faced by teachers in integrating ESD into the curriculum. The study is limited to grade 10 to 12 Geography teachers in Gauteng, South Africa.

    Geography teachers’ preparedness for ESD integration: Insights from Gauteng, South Africa · 2026 · DOI

  • The readiness of teachers to integrate ESD into the Geography school curriculum remains unclear. There is a need to investigate the challenges and barriers faced by teachers in integrating ESD into the curriculum.

    Geography teachers’ preparedness for ESD integration: Insights from Gauteng, South Africa · 2026 · DOI

  • Many learners discontinue their studies despite the program's flexible setup. Learners grapple with low self-confidence due to previous academic setbacks and limited family support.

    Motivational Factors and Learning Persistence Among ALS Learners · 2026 · DOI

  • There is a lack of localized research exploring how motivational factors directly affect learner retention in the Alternative Learning System (ALS). National studies do not capture the distinct socio-cultural and economic conditions of learners in this specific context.

    Motivational Factors and Learning Persistence Among ALS Learners · 2026 · DOI

  • The complexity of the five environmental systems and their impact on student development. The need for teachers to recognize the interconnected layers of a child's environment. The challenge of utilizing external institutions as educational platforms to broaden students' socio-psychological horizons.

    Bronfenbrenner's Ecological Systems Theory and Teacher's Role in Student Development: An Analytical Study · 2026 · DOI

  • The need for teachers to recognize the interconnected layers of a child's environment to fully understand student growth. The lack of comprehensive analysis of the application of Bronfenbrenner's Ecological Systems Theory in the educational framework.

    Bronfenbrenner's Ecological Systems Theory and Teacher's Role in Student Development: An Analytical Study · 2026 · DOI

  • Although New Jersey has provided financial funding to support teachers in teaching about climate change, little is known about teachers’ preparedness to implement developmentally appropriate climate change instruction in K-12 settings.

    New Jersey Teachers’ Professional Learning About Climate Change · 2025 · DOI

  • Climate change (CC) is the most significant global issue facing humanity, yet research addressing the perspectives of the key players influential in developing and implementing school-based CC curricula at a cross-country national level is scarce.

    Climate change education implementation: the voices of policymakers, professional development providers, and teachers in five countries · 2024 · DOI

  • The natural and the human sphere are scarcely interconnected and mentioned positive feedback effects indicate students’ spatial distance to the ICCS that occur in Alpine regions.

    Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective · 2022 · DOI

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67 open questions have been extracted from the limitations and future-work passages of 761 Education Practices and Evaluation papers in our 4.5M-paper local 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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