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Open research questions in Education Practices and Evaluation

32 unresolved questions extracted from the limitations and future-work sections of 752 Education Practices and Evaluation papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The search was limited to articles published in English and conducted across two major data- bases (Scopus and ERIC). Therefore, the competen- cies highlighted in this review may reflect a bias towards practices that are perceived as successful, while the challenges and complexities of competence development might be under-reported.

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

  • 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

  • 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

  • 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

  • While the urgent need for climate change education (CCE) has been recognised internationally, there is limited research on the ways in which educators in the global South conceptualise and implement CCE within their own particular contexts.

    Climate change education in Indian schooling: examining the perspectives of environmental educators · 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

  • As a result, we suggest that school climate and school-climate informed improvement efforts need to be studied on national levels (Vicente et al, 2021).

    Synthesis of National Research on School Climate in Czech Republic · 2022 · 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

  • One of the primary limitations of this study is its the research was conducted geographic scope, as exclusively in the Çankaya district of Ankara.

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

  • However, research to date suggests that climate change education is sparse and ad hoc across school contexts, is not mandated, and relies on the efforts of an impassioned few.

    The burden of bad news: educators’ experiences of navigating climate change education · 2023 · DOI

  • Since 12 of the pictures could not be evaluated under any theme, they were excluded from the data set and coding were done on 119 drawings.

    Examination of Secondary Students' Visual Images about Climate Change · 2022 · DOI

  • Using policy archaeology, we ‘excavate’ the contemporary policy landscape and identify that: i) policy is lacking; ii) responding to the climate crisis is overlooked in education; iii) pro-environmental ambition is absent; and, iv) economic values dominate.

    <i>The ‘web of conditions’ governing England’s climate change education policy landscape</i> · 2021 · DOI

  • While research on this issue is rather scarce in educational disciplines (and in particular in mathematics teacher education), some other domains like health care or development aid are well grounded in research results regarding this topic.

    The others’ voice: Availing other disciplines’ knowledge about sustainable impact of professional development programmes · 2014 · DOI

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32 open questions have been extracted from the limitations and future-work passages of 752 Education Practices and Evaluation 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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