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Open research questions in Educational Research and Pedagogy

394 gap statements mined from Educational Research and Pedagogy papers in our 7.9M-paper local library, which holds 3,864 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • Future research should address these limitations by broadening data sources and exploring contextual factors that influence creativity development in integrated STEM education.

    Research on Creativity of Students in Integrated STEM Education: A Scoping Review · 2026 · DOI

  • Building on these limitations, future research should investigate the long-term impact of the intervention on classroom practices and student learning outcomes. That is, the study assessed immediate post-intervention effects, but the long-term impact on classroom practices and student learning remains unexplored.

    Empowering Masters of Creative Problem Solvers: The Impact of STEM Professional Development Training on Teachers’ Attitudes, Self-Efficacy, and Problem-Solving Skills · 2025 · DOI

  • Future research may explore more intelligent, human-centered, and sustainable instructional systems in design education by incorporating cutting-edge AI tools such as large language models and multimodal interactive platforms.

    Research on AIGC-Integrated Design Education for Sustainable Teaching: An Empirical Analysis Based on the TAM and TPACK Models · 2025 · DOI

  • Lastly, integrating TOEIC Reading Comprehension practice seamlessly into existing university courses is an area that warrants exploration, shedding light on the feasibility and effectiveness of incorporating standardized test preparation within established curricula.

    The Effects of Teacher-Centered and Student-Centered Approaches in TOEIC Reading Instruction · 2024 · DOI

  • Future research might consider exploring the potential connection between preservice teachers’ current literacy habits and their pedagogical approaches through interviews and observations of their literacy instruction, in addition to the questionnaire.

    Exploring the Literacy Experiences of Preservice Early Childhood Teachers: Social and Contextual Influences, and Implications for Teacher Education · 2024 · DOI

  • Second, while interviewing teachers has offered an important perspective, other stakeholder perspectives could be explored too, such as school leaders, parents, and students.

    Understanding Secondary Inservice Teachers’ Perceptions and Practices of Implementing Integrated STEM Education · 2025 · DOI

  • A limitation of this study is the differing context of each year of implementation.

    Partnerships in STEAM: How Collaborating with STEAM Experts Impacts K-12 Teachers’ Abilities to Implement STEAM Lessons in the Classroom · 2024 · DOI

  • While the present study offers valuable insights into the relationship between TPACK and goal orientation among pre-service and in-service social science teachers, future research could build on these findings in several ways.

    The Interplay of Technological Pedagogical Content Knowledge (TPACK) and Goal Orientation: A Comparison between Pre-service and In-service Social Science Teachers · 2026 · DOI

  • The challenges of meeting students' needs in shift 2 of the Instructional Shifts model. The challenges of interpreting the root causes of task failure and alternative strategies. The challenges of sustaining the momentum for classroom change.

    Theorizing a teacher developmental progression for establishing a thinking classroom · 2026 · DOI

  • Future research can use the Developmental Progression of Instructional Shifts Model to study the instructional shifts of other teachers. Future research can investigate the effectiveness of additional resources and coaching in sustaining the momentum for classroom change.

    Theorizing a teacher developmental progression for establishing a thinking classroom · 2026 · DOI

  • Limited school infrastructure was identified as a major constraint. Insufficient class time was identified as a major constraint. Lack of inclusive materials was identified as a major constraint.

    Effects of earthquake experience on science teachers’ instructional practices and material use · 2026 · DOI

  • There is a need to investigate the effects of earthquake experience on science teachers' instructional practices. The study aims to address this gap by exploring the impact of earthquake experience on teachers' instructional practices.

    Effects of earthquake experience on science teachers’ instructional practices and material use · 2026 · DOI

  • Future research should investigate the impact of sustained professional development on teachers’ ability to implement STEAM teaching. Future research should explore the effectiveness of collaborative support structures in supporting STEAM implementation.

    In-service teachers’ readiness, challenges and support needs for implementing steam teaching in schools · 2026 · DOI

  • There is a gap between conceptual understanding of STEAM and the practical ability to apply it. Teachers need sustained professional development and collaborative support structures to implement STEAM teaching effectively.

    In-service teachers’ readiness, challenges and support needs for implementing steam teaching in schools · 2026 · DOI

  • Future research could focus on mixed methods and experimental research, and/or longitudinal designs which involve tracking cohorts of teachers from their training through their early years of practice.

    Pre-Service Teachers’ Awareness, Knowledge and Attitude to the Affective Domain in Classroom Teaching and Assessment · 2026 · DOI

  • The study has a small sample size of 39 participants. The study is limited to a specific pedagogical training program.

    Experiential Teaching Method in the Training of Future Teachers: A Case Study Using Three Teaching Scenarios · 2026 · DOI

  • Future research should explore the effectiveness of experiential teaching in different contexts. It should investigate the impact of experiential teaching on student outcomes. It should develop new methods for implementing experiential teaching.

    Experiential Teaching Method in the Training of Future Teachers: A Case Study Using Three Teaching Scenarios · 2026 · DOI

  • Limited studies explicitly examine the relationship between project-based ethno–STEAM configurations and TPACK development in pre-service learning or STEM/STEAM independently, without systematically integrating local cultural perspectives and TPACK.

    STEM/STEAM, ethnomathematics, and TPACK: A systematic literature review and implications for project-based Ethno-STEAM in pre-service mathematics teacher education · 2026 · DOI

  • There is a need to investigate the relationship between digital tool acceptance and learning identity in design education. Prior work has not fully explored the experiences of students with art entrance examination experience in adapting to digital creative environments.

    An Exploration of Learning Identity Conflict and Acceptance Experiences in Digital Tool Adoption among Design Major University Students with Art Entrance Examination Experience · 2026 · DOI

  • Time constraints and students' lack of prior knowledge. The need for teachers to be prepared to teach quantum science and technology.

    Expert perceptions on quantum science and technology education for elementary and secondary school students · 2026 · DOI

  • The concern that, without prior understanding of classical concepts and basic mathematics, instruction may lead to confusion. The practical challenge posed by the abstract nature of the content, time constraints, and students' lack of prior knowledge.

    Expert perceptions on quantum science and technology education for elementary and secondary school students · 2026 · DOI

  • The lack of interdisciplinary integration in the curriculum is a challenge for STEAM implementation. Insufficient teacher training and inadequate facilities are obstacles for STEAM implementation.

    Tinjauan Pustaka tentang Pembelajaran STEAM di Era Pendidikan Modern · 2026 · DOI

  • The lack of direct correspondence between the external appearance of a device and its structural design. The absence of a theoretical justification for the achieved results. The insufficient knowledge of students to explain new facts.

    WAYS OF CREATING AND SOLVING PROBLEM SITUATIONS IN PRIMARY EDUCATION · 2026 · DOI

  • Current mental health education curriculum materials do not fully meet student needs. There is a need for optimization of mental health education curriculum materials.

    Recommendations for Optimizing Mental Health Curriculum Materials for Primary and Secondary Schools Based on Student Needs · 2026 · DOI

  • It is therefore recommended, based on the findings and conclusions made in the present study, that: i. teacher preparation programs must implement mandatory, comprehensive coursework on the affective domain.

    Pre-Service Teachers’ Awareness, Knowledge and Attitude to the Affective Domain in Classroom Teaching and Assessment · 2026 · DOI

Most-cited papers in Educational Research and Pedagogy

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Open questions raised by papers listed on this page include: (1) Future research should address these limitations by broadening data sources and exploring contextual factors that influence creativity development in integrated STEM education (“Research on Creativity of Students in Integrated STEM Education: A Scoping…”, 2026); (2) Future research can use the Developmental Progression of Instructional Shifts Model to study the instructional shifts of other teachers (“Theorizing a teacher developmental progression for establishing a thinking…”, 2026); (3) Lack of inclusive materials was identified as a major constraint (“Effects of earthquake experience on science teachers’ instructional practices…”, 2026); (4) Future research should investigate the impact of sustained professional development on teachers’ ability to implement STEAM teaching (“In-service teachers’ readiness, challenges and support needs for implementing…”, 2026); (5) Future research could focus on mixed methods and experimental research, and/or longitudinal designs which involve tracking cohorts of teachers from their training through their early years of practice (“Pre-Service Teachers’ Awareness, Knowledge and Attitude to the Affective Domain…”, 2026). 394 gap statements have been mined from Educational Research and Pedagogy papers in our 7.9M-paper local library, which holds 3,864 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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