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Open research questions in Educational Environments and Student Outcomes

300 unresolved questions extracted from the limitations and future-work sections of 2,854 Educational Environments and Student Outcomes papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • further studies to confirm the findings, - investigation of the long-term effects of technology-enhanced active learning on preservice teachers’ design thinking mindsets

    Exploring Preservice Teachers’ Design Thinking Mindset in a Technology-Enhanced Active Learning Environment for STEM Courses · 2026 · DOI

  • Additionally, although the findings suggest a possible link between Design Thinking and personal growth areas, such as mindfulness and empathy, the role of positive education in supporting DT mindset development and enhancing student well-being remains underexplored.

    Exploring Preservice Teachers’ Design Thinking Mindset in a Technology-Enhanced Active Learning Environment for STEM Courses · 2026 · DOI

  • The study identifies challenges related to discriminant validity, with high correlations between some latent variables. The data were not missing completely at random, and assumptions of normality and homoscedasticity were not met. The study highlights the need for further conceptual and methodological refinement to address these challenges.

    Teachers’ perceptions of classroom climate and wellbeing: the role of physical classroom conditions in Chile · 2025 · DOI

  • Further conceptual and methodological refinement is needed to address the conceptual overlap between certain variables, - Investigating the impact of physical classroom conditions on students' emotional and academic outcomes

    Teachers’ perceptions of classroom climate and wellbeing: the role of physical classroom conditions in Chile · 2025 · DOI

  • While the study focuses on upper primary schools in Cape Coast, the findings offer tentative implications for urban secondary education, where similar dynamics of teacher support, peer collaboration, and classroom order may influence resilience and performance; however, further research is needed to confirm this transferability.

    Influence of Classroom Climate on Academic Performance: Evidence from Urban Upper Primary Schools in Ghana · 2026 · DOI

  • Purpose This study employed bibliometric analysis to investigate research trends in school building design and projects throughout the 21st century, identifying key themes, underexplored topics, and potential areas for future research.

    Trends in school building design and projects: a bibliometric analysis · 2026 · DOI

  • CONCLUSION: The SPARTS-E is a psychometrically sound instrument for assessing student-reported Closeness and Conflict in Spanish primary schools; refinement of the Negative Expectations subscale is warranted.

    Teacher–Student Relationship Quality and Classroom Climate From the Student Perspective: Adaptation of the SPARTS‐E in the Spanish Context7 · 2025 · DOI

  • However, the grade point average (GPA) rankings have not been studied together with MSLE.

    The impact of grade point average on medical students’ perception of the learning environment: a multicenter cross-sectional study across 12 Chinese medical schools · 2025 · DOI

  • Online inclusive learning environments (LEs) necessitate a comprehensive understanding of teacher and student needs and perspectives within HE, a level of education that is currently understudied.

    Co-designing inclusive excellence in higher education: Students’ and teachers’ perspectives on the ideal online learning environment using the I-TPACK model · 2024 · DOI

  • Future research should explore longitudinal and comparative studies, innovative mixed methods approaches, and interventions to further optimize medical education experiences.

    Exploring medical students' experience of the learning environment: a mixed methods study in Saudi medical college · 2024 · DOI

  • However, the broader implications of the Window Green View Index (WGVI) on individual well-being remain underexplored.

    Effects of Window Green View Index on Stress Recovery of College Students from Psychological and Physiological Aspects · 2024 · DOI

  • Institutional constraints may hinder the modernization of topographical training. Educators may lack the expertise to effectively use educational technology. The study highlights the need for regular evaluation and monitoring of educational technology.

    Learning Topography and Its Impact on Student Behavior: The Use of Microsoft Excel and AutoCAD as an Innovation in an Algerian University · 2026 · DOI

  • The study was conducted over a period of two years with a limited sample size. The research was limited to a specific institution and population. The study did not explore the long-term effects of using computer-aided design and spreadsheet-based tools.

    Learning Topography and Its Impact on Student Behavior: The Use of Microsoft Excel and AutoCAD as an Innovation in an Algerian University · 2026 · DOI

  • It is important to recognize that our study is limited in several ways. First and above all, we assessed teachers’ emotions only from the students’ perspective. Hence, we were not able to verify the accuracy of the students’ perceptions of their teachers’ emotions. As emotions have strong physical correlates, such as sweating, increased heart rate, and muscle tension (Savina & Fulton, 2024), and emotions also transfer into facial expression (Ekman, 1993; Wolf, 2015), students might be able to perceive their teachers’ emotions. In addition, teachers’ self-reported emotions and students’ perceptions of these emotions have been shown to be significantly correlated, indicating that students are quite accurate in their perceptions of the emotions their teachers express (Keller & Becker, 2021). Although students may have accurately perceived the emotions their teachers expressed, we were nonetheless unable to include teachers’ self-reports of the emotions they were experiencing. Considering the fact that teachers use various strategies to show, hide, or maintain lower intensities of certain emotions (Wang et al., 2023), teachers’ abilities to regulate their emotions to fit the situation appropriately can be seen as essential for maintaining positive teacher-student relationships. Emotion regulation refers to the processes by which individuals influence the which, when, and how of their emotions (Abler & Kessler, 2009; Gross, 1998). Hence, we were able to access only how students perceived their teachers’ emotional expressions, not the underlying emotions themselves or the intensity with which the teachers might have experienced the emotions. Thus, future research should also focus on teachers’ self-reported emotions. We did not consider students’ emotions, although research has shown that students’ emotions are strongly related to students’ outcomes. For example, students’ emotions are associated with their achievement (Pekrun et al., 2002) and their motivation for learning (Mega et al., 2014) and are thus of high importance. Teachers’ and students’ emotions are often reciprocal and aligned (Donker et al., 2021; Keller & Becker, 2021), which makes a comparison between students’ and teachers’ emotions in the classroom even more important. We treated teachers’ emotions and their interpersonal behavior as stable in their particular classes, independent of different time frames. However, as emotions are quite dynamic (Keller & Becker, 2021), future research should consider emotions as states and perhaps try to assess emotions and interpersonal behavior across a larger number of lessons or a longer time span (e.g., years). It is particularly the teacher-student relationship that seems to become less positive after time and as students get older (Hajovsky et al., 2020; Mason et al., 2017). As our sample consisted primarily of young adults, it would be interesting to observe their emotions and their perceptions of teachers’ interpersonal behavior across time.

    How the teacher-student relationship is associated with the proportions of male and ethnic minority students in class and teachers’ emotions · 2026 · DOI

  • The lack of suitable teaching tools and insufficient number of trained teachers in Cameroon. The need for contextually appropriate digital learning environments for computer science education in sub-Saharan Africa.

    Design and evaluation of a digital learning environment for computer architecture education: A mixed methods case study · 2026 · DOI

  • Research on perceived classroom climate and students' psychological well-being in Indonesia remains limited. There is a need for more studies examining the relationship between perceived classroom climate and students' psychological well-being in higher education contexts.

    PENGARUH PERSEPSI IKLIM KELAS TERHADAP KESEJAHTERAAN PSIKOLOGIS PADA MAHASISWA · 2026 · DOI

  • The need for a more effective approach to develop practical language skills in modern learners. The limitations of traditional teacher-centered instruction in language classrooms.

    SHIFTING FROM TEACHER-CENTERED TO LEARNER-CENTERED INSTRUCTION IN LANGUAGE CLASSROOMS · 2026 · DOI

  • Infrastructural challenges are a major constraint for quality education in South Africa. The study faced challenges in terms of small sample size and limited context.

    Spaces that ‘hold’ us, spaces that ‘stretch’ us: a transdisciplinary study into positive learning experiences in South Africa · 2026 · DOI

  • There is a lack of research on the impact of spatial conditions on learning experiences in low- and middle-income countries. There is a need to investigate the role of spatial conditions in creating positive learning experiences.

    Spaces that ‘hold’ us, spaces that ‘stretch’ us: a transdisciplinary study into positive learning experiences in South Africa · 2026 · DOI

  • Limited communication and interaction in traditional row-based seating layouts. Difficulty in promoting student participation and engagement in large classrooms.

    Effect of Classroom Seating Arrangements on Student Participation · 2026 · DOI

  • This study explores Chinese students' learning engagement, encompassing behavioral, cognitive, and emotional aspects, and its intricate relationships with school atmosphere, academic self-efficacy, and academic emotions—an area that remains significantly under-researched in contemporary educational psychology.

    The Interplay of School Environment and Academic Self-Beliefs in Predicting Learning Engagement Among Chinese Students · 2026 · DOI

  • Further studies should investigate the impact of the learning environment on learners' academic achievement. Future research should explore the role of teacher-learner relationships in promoting learner engagement.

    Learning Environment and Learners’ Engagement · 2026 · DOI

  • The lack of engagement on the learners' part creates a significant gap in the educational experience of the learners. There is a need to investigate the relationship between learning environment and learners' engagement.

    Learning Environment and Learners’ Engagement · 2026 · DOI

  • The study identifies a need to investigate the relationship between classroom environment and learners' engagement. The study aims to fill the gap by examining the emotional, learning, and social environments in the classroom and their impact on learners' engagement.

    Classroom Environment and Learners’ Engagement · 2026 · DOI

  • Future research should investigate the causal effectiveness of different studio models in planning education. Future research should explore the potential of cross-cultural learning in planning education. Future research should examine the impact of systemic constraints on the adoption of new studio models.

    From rigidity to flexibility: reforming urban planning studio pedagogies in developing nations · 2026 · DOI

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300 open questions have been extracted from the limitations and future-work passages of 2,854 Educational Environments and Student Outcomes 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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