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Open research questions in Educational Research and Pedagogy

399 unresolved questions extracted from the limitations and future-work sections of 3,845 Educational Research and Pedagogy papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Recruiting early-career educators due to limited access to listservs. Generalizing the results to other contexts due to the self-reported nature of the survey. Improving recruitment strategies to better assess early-career educators.

    The Development and Validation of a Teaching Self-Efficacy Assessment for Informal Science Educators · 2026 · DOI

  • The mean number of years in the field was eight which may not represent early career folks, - The recruitment strategies could be improved for future studies to better assess early career educators, - Self-efficacy is a self-reported measure which may have limitations when generalizing the results

    The Development and Validation of a Teaching Self-Efficacy Assessment for Informal Science Educators · 2026 · DOI

  • The study faced challenges in terms of preparation time for teachers, with limited time available for independent reading of the program. The study also faced challenges in terms of scheduling, with one class dropping out due to existing commitments. The study had limitations in terms of funding, with no allocated time for teacher preparation.

    The Development and an Acceptability and Feasibility Study of a Program to Support Children’s Reading Motivation and Engagement · 2026 · DOI

  • preparation time for teachers was limited, - no allocated time for teachers to engage in independent reading of the program, - no control group, - the co-design of the program took longer than anticipated

    The Development and an Acceptability and Feasibility Study of a Program to Support Children’s Reading Motivation and Engagement · 2026 · DOI

  • The study identified several challenges, including limited access to materials and resources, time constraints, and differences in teachers' prior experience and confidence levels. The study was conducted in a single early childhood education setting, which may limit the generalizability of the findings.

    Educational Leadership and Teacher Professional Development in Advancing STEAM Pedagogy in Early Childhood Education · 2026 · DOI

  • The study identifies a gap in the understanding of the role of educational leadership in supporting teachers' professional development and facilitating the implementation of STEAM pedagogy in early childhood education. The study highlights the need for further research on the challenges and limitations of implementing STEAM pedagogy in early childhood education.

    Educational Leadership and Teacher Professional Development in Advancing STEAM Pedagogy in Early Childhood Education · 2026 · DOI

  • In this study, the t-test analysis showed no significant difference in TPACK and goal orientation between pre-service and in-service social science teach- ers. A strong positive relationship was identified between TPACK and goal orientation in both groups, with goal orientation emerging as a significant predictor of TPACK. It indicates that teachers who establish professional development goals are more likely to enhance their techno-pedagogical skills, thereby benefiting student learning. This study is among the few that empiri- cally link motivational orientations to TPACK in the Indian teacher education context, offering new insights into the motivational factors influencing tech- nology integration. 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. Longitudinal studies could examine how goal orientation and TPACK evolve over time, particularly as teachers transition from training to practical applica- tion, to elucidate the long-term effects of motivational beliefs and professional development on TPACK skills. Additionally, future research could include teachers from other subjects, such as science, mathematics, and languages, to see if similar patterns exist across disciplines. It would also be beneficial to examine contextual factors like institutional climate, access to technology, and cultural influences to gain a more comprehensive understanding of TPACK development. Experimental studies could test the effectiveness of specific inter- ventions, such as mentorship programmes and reflective practices, in improv- ing TPACK and goal orientation. Finally, exploring students’ perspectives on teachers’ TPACK and its effects on engagement, motivation, and achievement can provide deeper insights into how technology integration influences learn- ing outcomes, supporting more effective and equitable teaching practices in increasingly digital educational environments.

    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 study identifies a gap in the literature on the relationship between learning motivation and performance of pre-service teachers. The study identifies a need for a road map for the practitioners and researchers on the adaption of digital resources into the educational process.

    360 Degrees Reflective Teaching Application: The Relationship between Learning Motivation and Performances · 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

  • The lack of clear guidelines for implementing connection making in mathematics education. Limited understanding of how newly certified teachers conceptualise connection making.

    P-K Theory Through Their Eyes: New Teachers’ Conceptualisations of Connection Making · 2026 · DOI

  • The study identifies a gap in teacher education, where preservice teachers may need additional emotional and academic support due to the COVID-19 pandemic.

    Enhancing EFL Preservice Teacher Education Through Project-Based Learning: An Action-Research Approach · 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

  • The study population consists of only 15 teachers in the Higher Diploma in Science program at Najran University. The sample is limited to student teachers in one university.

    Self-efficacy in teaching science among student teachers · 2026 · DOI

  • There is a need to understand the self-efficacy of student teachers in teaching science at the elementary level. The study fills a gap in the literature by examining the self-efficacy of student teachers in teaching science.

    Self-efficacy in teaching science among student teachers · 2026 · DOI

  • There is a gap in pre-service teachers' knowledge and skills regarding the affective domain. Pre-service teachers lack sufficient knowledge and skills to integrate the affective domain into their teaching practices. There is a need for comprehensive training and practical monitoring of pre-service teachers.

    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

  • Future research should explore the implementation of PjBL-ethno-STEAM in pre-service mathematics teachers' education. Future research should investigate the effectiveness of PjBL-ethno-STEAM in enhancing TPACK skills.

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

  • The intersection of STEM/STEAM education, ethnomathematics, and TPACK in pre-service mathematics teacher education remains fragmented. Empirical evidence for PjBL-ethno-STEAM remains limited.

    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

  • The abstract nature of quantum science and technology content. 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

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399 open questions have been extracted from the limitations and future-work passages of 3,845 Educational Research and Pedagogy 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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