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Open research questions in Evaluation of Teaching Practices

503 gap statements mined from Evaluation of Teaching Practices papers in our 7.9M-paper local library, which holds 4,178 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

  • Despite its contributions, this study has several limitations. First, the sample was limited to first-year students from 16 schools in a comprehensive university in China, which may restrict the generalizability of the findings. Future research should include students from different academic years, institutions, and cultural contexts to enhance external validity.

    Perceived quality of teaching and course engagement in entrepreneurship education: the moderating role of teacher interpersonal behaviour among first-year undergraduates at a Chinese university · 2026 · DOI

  • Finally, while this study focused on teacher interpersonal behaviour as a moderator, future research could examine additional mediators or moderators, such as learning strategies, or institutional support, and extend the model to other academic disciplines.

    Perceived quality of teaching and course engagement in entrepreneurship education: the moderating role of teacher interpersonal behaviour among first-year undergraduates at a Chinese university · 2026 · DOI

  • Future research should consider complementing self-reports with more objective and multidimensional indicators of teaching effectiveness.

    Rethinking the research–teaching nexus: a multilevel study of faculty research productivity and student satisfaction in South Korean higher education · 2026 · DOI

  • Incentives may be used, but there is limited data on their effect on SETs response rates and course means.

    Factors Influencing Student Evaluations of Teaching: A Descriptive Study · 2025 · DOI

  • Previous literature has discussed ELT teachers' perceptions of offline PO, but limited research exists on its implementation in synchronous online contexts.

    Peer observation in ELT at higher education: the implementation in synchronous online teaching · 2024 · DOI

  • One challenge is moving beyond general classroom respect toward the structural integration of gender equity into curriculum, pedagogy, and assessment. Another challenge is ensuring that instructors have the training and support needed to implement gender-responsive teaching practices.

    Disciplinary Differences in Students' Perceptions of Gender-Responsive Teaching in Higher Education · 2026 · DOI

  • Future research should examine the factors that influence student perceptions of gender-responsive teaching and the role of disciplinary context in shaping inclusive teaching practices. Future research should also explore the implications of the findings of this study for instructors and educators who aim to create more inclusive learning environments.

    Disciplinary Differences in Students' Perceptions of Gender-Responsive Teaching in Higher Education · 2026 · DOI

  • The need to develop effective teaching practices in engineering mathematics.

    ACTION RESEARCH ON PEDAGOGICAL PRACTICES IN ENGINEERING MATHEMATICS · 2026 · DOI

  • Additionally, given that this study employs a cross-sectional research design, capturing teaching approaches at a single point in time, the analysis does not account for the evolution of individual instructors’ teaching practices across career stages or in response to institutional changes. These areas remain insufficiently studied.

    Exploring teaching approaches in higher education: Cluster analysis of faculty profiles in a Latin American university · 2026 · DOI

  • The lack of research on student engagement in higher vocational education in China. The need for targeted optimization strategies to enhance student engagement levels.

    SWOT Analysis on the Problem of Students’ Learning Engagement · 2026 · DOI

  • There is a need to understand how to strengthen students' capacity to engage in evidence-based practice. The study aims to address this gap by examining attitudes toward research among master's-level social work students.

    Exploring MSW students’ attitudes toward research: What predicts them and do they change over time? · 2026 · DOI

  • The sample size of the questionnaire is limited to 32 full-time faculty members. The study does not examine the impact of student–faculty ratios, the allocation of research time according to academic rank, and the implications of potential implementation.

    Diseño de un modelo de distribución racional de actividad académica para la Universidad Linda Vista · 2026 · DOI

  • There is a need to design a model for the rational distribution of academic activity among faculty members. The literature indicates that university teaching is a comprehensive activity that requires balancing teaching, research, outreach, and administrative functions. The study identifies a gap in the understanding of the importance of research in university teaching.

    Diseño de un modelo de distribución racional de actividad académica para la Universidad Linda Vista · 2026 · DOI

  • The research highlights the need to improve teacher training and academic quality.

    Expectations of Lecturers and Assistants at the Universidad Nacional del Sur in Terms of Educational Counselling · 2026 · DOI

  • The research highlights the need for further study on the relationship between expectations and possible training proposals.

    Expectations of Lecturers and Assistants at the Universidad Nacional del Sur in Terms of Educational Counselling · 2026 · DOI

  • The study highlights the need to examine the relationship between the quality of research opportunities and guidance provided and participants' gain ratings and motivation.

    Maximizing Student Research Engagement: Weighing the Impact of Institutional Support on Perceived Gains and Motivation · 2026 · DOI

  • However, the challenges faced by graduate TEFL students in Iran during various research stages—reading, conducting, and applying research—remain underexplored.

    Exploring challenges of graduate TEFL students in reading, conducting, and applying research · 2026 · DOI

  • There is a need for HEIs to conduct a large-scale assessment of the teachers’ philosophical views and epistemological beliefs and ensure the alignment of these orientations with their research engagements. The assessments may also include the research designs they are most familiar with and competent in and those which they are afraid of using due to lack of knowledge and technical expertise.

    Exploring Teachers’ Philosophical Views, Epistemological Beliefs, and Research Productivity as Influencing Factors on Research Productivity and Engagements · 2026 · DOI

  • Complexity and limited opportunities for experimentation remain partial barriers to adoption. The need to integrate the 'how' of diffusion with the 'why' of pedagogy in understanding LMS adoption.

    Beyond the "How To" · 2026 · DOI

  • Faculty often use technology to replicate current teaching practices and do not employ technology in a manner that alters existing educator-centered approaches. The lack of sufficient expertise among higher education faculty is a significant challenge. The development of a framework for technology integration standards in higher education is a complex challenge.

    Designing faculty standards for technology integration in higher education institutions: a design-based research study · 2026 · DOI

  • As our course redesign project is still ongoing at the time of preparation of this essay, we are still in the process of collecting data that evaluates the impact of our interventions. We plan to evaluate student experiences of these interventions through student interviews and evaluation of student learning artifacts.

    Re-Envisioning Classroom Culture in an Introductory General Chemistry Course: Description of a Course Redesign Project · 2025 · DOI

  • CPD should be formally embedded within the university’s strategic framework, with participation recognized in promotion, appraisal, and career development criteria. This will increase faculty motivation and reduce the perception of CPD as an optional activity. To overcome time constraints, CPD programs should be scheduled around teaching loads, with blended or online delivery options.

    Challenges and Effectiveness of Continuous Professional Development for English Department Teachers at Salahaddin University · 2026 · DOI

  • The study was exploratory in nature and designed to identify institutional trends rather than establish causal relationships. Complexity and limited opportunities for experimentation remain partial barriers to adoption.

    Beyond the "How To" · 2026 · DOI

  • Unlike most previous studies that measured lecturer qualities mainly through institutional metrics or administrative perspectives, this study foregrounds student narratives, thereby filling a gap in the literature on teaching excellence.

    What makes an ideal lecturer?: Decoding the student narratives · 2026 · DOI

  • Participants experienced stress and demotivation due to complexities of statistical data and quantitative methodologies. Participants struggled with argumentative writing and felt a disconnect between theoretical research and practical teaching applications. Supervisory support gaps exacerbated the challenges faced by participants.

    Exploring challenges of graduate TEFL students in reading, conducting, and applying research · 2026 · DOI

Most-cited papers in Evaluation of Teaching Practices

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Open questions raised by papers listed on this page include: (1) Future research should include students from different academic years, institutions, and cultural contexts to enhance external validity (“Perceived quality of teaching and course engagement in entrepreneurship…”, 2026); (2) Future research should consider complementing self-reports with more objective and multidimensional indicators of teaching effectiveness (“Rethinking the research–teaching nexus: a multilevel study of faculty research…”, 2026); (3) Future research should examine the factors that influence student perceptions of gender-responsive teaching and the role of disciplinary context in shaping inclusive teaching practices (“Disciplinary Differences in Students' Perceptions of Gender-Responsive Teaching…”, 2026); (4) The lack of research on student engagement in higher vocational education in China (“SWOT Analysis on the Problem of Students’ Learning Engagement”, 2026); (5) There is a need to understand how to strengthen students' capacity to engage in evidence-based practice (“Exploring MSW students’ attitudes toward research: What predicts them and do…”, 2026). 503 gap statements have been mined from Evaluation of Teaching Practices papers in our 7.9M-paper local library, which holds 4,178 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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