Open research questions in Educational Strategies and Epistemologies
165 gap statements mined from Educational Strategies and Epistemologies papers in our 7.9M-paper local library, which holds 1,989 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
DIF analyses across gender, academic semesters, and faculties revealed generally small effect sizes, with limited evidence of differences in item functioning across groups, consistent with patterns expected under measurement invariance assumptions.
Psychometric Validation of the Scientific Epistemic Beliefs Questionnaire Among Mexican University Students Using Item Response Theory · 2026 · DOIIn particular, future studies should examine whether educational, creative, problem-solving, and more passive forms of GAI use show different associations with metacognitive weakness, epistemic laziness, and critical thinking dispositions, because the processes examined in this study may be more strongly related to some usage types than to others.
Generative AI Use and Critical Thinking Dispositions in Higher Education: A Cross-Sample Study of the Sequential Role of Metacognitive Weakness and Epistemic Laziness · 2026 · DOIFuture investigations should consider examining these differences, as exploring emotional transitions across performance levels may yield valuable insights. Another notable limitation of the current study is the use of a virtual learning environment BioWorld.
Unravelling dynamic trajectories of epistemic emotions in a technology‐enhanced problem‐solving task: A multimodal data approach · 2026 · DOIFuture research should address this nested structure by employing multilevel modeling (MLM). Exploring these factors clearly warrants further investigation. Fourth, our data has a nested structure (students within schools) which our analysis did not account for. Second, the analysis was limited to a single, specific topic: artificial intelligence.
However, it remains unclear whether elevated DSC scores reflect a deep, applied understanding of sustainability domains or merely a positive perception of AI-NLP models.
Bridging or Burning? Digital Sustainability and PY Students’ Intentions to Adopt AI-NLP in Educational Contexts · 2025 · DOIThe article advances epistemic fluency as an idea which warrants more attention in doctoral-level nursing education and presents an exemplar teaching activity to illustrate application of this approach in a nursing science classroom.
For a more comprehensive understanding, future research could investigate other aspects of teacher development such as teacher beliefs, attitudes, and classroom management skills. It is insufficient to restrict discussions solely to the congruence between beliefs and practices.
Exploring the Complexity of Adaptive Teaching Expertise within Knowledge Generation Environments · 2024 · DOIScientific categorizations in the above-mentioned article were transformed into synthetic due to lack of data regarding epistemic skills expressed through these concepts.
An Analysis of the Development of Preschoolers’ Natural Science Concepts from the Perspective of Framework Theory · 2024 · DOIHowever, the relationship between these skills and academic resilience remains insufficiently explored in the context of Pakistani higher education.
Beyond Learning Strategies: Examining the Relationship Between Metacognitive Skills and Academic Resilience Among University Students · 2026 · DOIThere is a need to understand the relationships between university students' epistemic emotions and their achievement in Knowledge Building discourse. There is a lack of research on the effects of reflective assessment on epistemic emotions and the quality of contributions.
Reflective assessment in knowledge building classrooms: fostering positive epistemic emotions and quality discourse on educational research · 2026 · DOISecond language students face challenges in academic online searching due to limited linguistic control and reliance on non-academic sites. Institutions face challenges in providing targeted support for second language students to enhance their search practices.
Hiding in plain sight: the linguistic and behavioural challenges of second language learners in academic search · 2026 · DOIFurther research could investigate the effectiveness of targeted support for second language students to enhance their search practices. The study suggests that academic online search may form part of a hidden curriculum within UK HE, which could be explored in future research.
Hiding in plain sight: the linguistic and behavioural challenges of second language learners in academic search · 2026 · DOIThere is a lack of research on EMI in humanities subjects. There is a gap in research on the development of disciplinary literacy in EMI lectures.
Developing Disciplinary Literacy in an EMI Lecture: Real-time Monitoring of Student Comprehension Challenges in Philosophy of Science · 2026 · DOIStudents need to engage in epistemic thinking to make sense of multiple conflicting documents. Students need to coordinate multiple epistemic processes, such as evaluating sources and constructing arguments.
Social regulation of epistemic thinking during collaborative inquiry with multiple documents · 2026 · DOIThe study identifies a need for further research on the use of Knowledge Forum as a technological platform to support knowledge building.
The implementation of CSCL practices is limited by institutional and organizational constraints. There is a need to examine the effectiveness of computer-supported collaborative dialogue in schools.
There is a lack of understanding of how students' critical thinking competencies shape their interaction with technology-mediated learning environments. Prior work has not fully examined the predictive associations between critical thinking dimensions, task functionality, and the frequency of artificial intelligence use.
Critical thinking as a predictor of task functionality and artificial intelligence use among university students. A PLS-SEM approach · 2026 · DOIFuture research should examine whether similar mechanisms operate in other forms of AI-mediated educational and research practice. Further work is needed to translate epistemic AI literacy, process-oriented assessment, responsible AI-assisted research writing, and supervised peer review into concrete institutional protocols.
AI-generated plausibility and epistemic responsibility in higher education: implications for knowledge, learning, and society · 2026 · DOIThis study addresses the limited research on how students’ internet epistemic beliefs (IEB) and perceptions of writing (PoW) jointly influence their engagement with AI-generated feedback, particularly across English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts.
The intersection of internet epistemic beliefs and perception of writing in shaping students’ views of ChatGPT’s feedback · 2026 · DOIThe study notes limitations in convergent validity and reliability, highlighting the need for further refinement of the PADS. The research identifies the potential role of disciplinary context in the manifestation of argumentative discourse styles. The study highlights the need for continued psychometric scrutiny and refinement of the PADS.
Validation of the Measure of Peer Argumentive Discourse Style (PADS) in a Science Context: Evidence for the Construct Validity and Reliability · 2026 · DOIOne challenge identified is the need to ensure that the curriculum is socially organised and allows students to interact in accomplished ways when proposing, communicating, assessing, and legitimising knowledge claims. Another challenge is the limited frequency of epistemic teaching practices that support students in qualifying claims, arguments, and actions.
Examining Epistemic Teaching Practices: Cases From Integrated and Monodisciplinary Science Laboratory Lessons · 2026 · DOISome students have difficulties in advancing community knowledge due to limited subject knowledge or unfamiliarity with KB pedagogy. Resistance from some novice students toward constructivist approaches has been observed in socio-constructivism educational environment.
Reflective assessment in knowledge building classrooms: fostering positive epistemic emotions and quality discourse on educational research · 2026 · DOIThe study had a relatively small sample size of 104 participants. The study only examined high school students and may not be generalizable to other populations. The study used a limited range of task difficulties and may not capture the full range of possible difficulties.
Task difficulty and knowledge exploration among secondary school students: the mediating role of epistemic emotions · 2026 · DOIYear two (2023) The approach taken with the first group of students may be criticised on the grounds that only one model was submitted to them. The choice facing the candidates was essentially a dichotomous one—they could either reject the framework or adopt it. At least, though, in terms of the latter, they were left free to implement it in any way they wished.
Further studies could investigate the causal relationships between critical thinking dimensions, task functionality, and the frequency of artificial intelligence use, - Longitudinal studies could be conducted to examine the changes in critical thinking and artificial intelligence use over…
Critical thinking as a predictor of task functionality and artificial intelligence use among university students. A PLS-SEM approach · 2026 · DOI
Most-cited papers in Educational Strategies and Epistemologies
- The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education · Research in Science Education · 2017 · 7,619 citations
- The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning · Review of Educational Research · 1997 · 1,939 citations
- Effects of beliefs about the nature of knowledge on comprehension. · Journal of Educational Psychology · 1990 · 1,303 citations
- Epistemological and methodological bases of naturalistic inquiry · ECTJ · 1982 · 1,006 citations
- Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning · Higher Education · 2005 · 964 citations
- Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text · Cognition and Instruction · 1996 · 886 citations
- Interest, learning, and the psychological processes that mediate their relationship. · Journal of Educational Psychology · 2002 · 765 citations
- A Time For Telling · Cognition and Instruction · 1998 · 709 citations
- Do those who know more also know more about how much they know? · Organizational Behavior and Human Performance · 1977 · 697 citations
- Knowing-In-Action: The New Scholarship Requires a New Epistemology · Change The Magazine of Higher Learning · 1995 · 643 citations
Most recent work
- Understanding critical thinking in generative artificial intelligence use: Development, validation, and correlates of the critical thinking in AI use scale · Computers in Human Behavior Reports · 2026
- Digital mentor paradox: Transforming algorithmic anxiety into professional growth through AI-scaffolded pedagogical reasoning and identity · Teaching and Teacher Education · 2026
- The effect of generative artificial intelligence literacy on academic achievement: the mediating role of academic self-efficacy and the moderating role of critical thinking · Frontiers in Psychology · 2026
- The role of epistemic beliefs in predicting ChatGPT adoption and avoidance in higher education · Acta Psychologica · 2026
- Mind Over Model? Students' Evaluation and Use of ChatGPT ‐Generated Versus Human‐Generated Texts · Reading Research Quarterly · 2026
- From cognitive offloading to learning accountability erosion: how generative AI reshapes students’ epistemic trust and educational engagement · Interactive Learning Environments · 2026
- Towards a framework for understanding and assessing critical thinking in generative AI-enhanced learning environments: a scoping review · European Journal of Psychology of Education · 2026
- Generative Artificial Intelligence, Formative Epistemic Injustice, and Educators’ Solutions · Studies in Philosophy and Education · 2026
- How to Increase Children's and Adults’ Interest in Learning From Disagreement · Developmental Science · 2026
- Presupposition, assertion, and epistemic vigilance across development · Journal of Pragmatics · 2026
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