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Open research questions in Gender and Technology in Education

214 gap statements mined from Gender and Technology in Education papers in our 7.9M-paper local library, which holds 2,718 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 could consider including various types of data sources to enhance the comprehensiveness and objectivity of the findings.

    Exploring the Influence of Sociodemographic and Socioeconomic Factors on the Digital Divide in Higher Education · 2025 · DOI

  • Finally, the effects of PE teachers’ social networks in applying and diffusing technological innovations could be examined as well.

    Turkish Physical Education Teachers’ Use of Technology: Application and Diffusion of Technological Innovations · 2024 · DOI

  • The study identifies a gap in the literature regarding the examination of AI-related anxiety, digital well-being, and career uncertainty among engineering and IT students. The study aims to address this gap by assessing the prevalence and interrelationships of these concerns.

    Artificial intelligence anxiety, digital well-being, and future career concerns among engineering and information technology students in Jordan · 2026 · DOI

  • There is a lack of understanding about the relationship between technology anxiety and AI adoption among secondary school science teachers. The study aims to address this gap by investigating the level of technology anxiety and its impact on AI adoption.

    The silent barrier: how technology anxiety shapes AI adoption in rural classrooms in the western zone of Sabah · 2026 · DOI

  • The study highlights the need for further research on the challenges faced by students and research scholars in the effective utilisation of internet-based technologies.

    Impact, Challenges, and Support System of Internet Use in Universities of Kalyana Karnataka: A Study of Students and Research Scholars · 2026 · DOI

  • Regular professional development opportunities for teachers are necessary to strengthen ICT competencies, pedagogical skills, and gender-sensitive teaching approaches. Furthermore, awareness programs for parents and community members featuring female ICT role models should be implemented to foster family support and highlight the significance of ICT education for girls’ future opportunities.

    Learning difficulties of information and communication technology among the GCE A level girl students in the remote areas of Sri Lanka · 2026 · DOI

  • Looking ahead, future research should investigate how various forms of IT engagement, especially in the context of AI-enhanced learning, impact both cognitive and socio-emotional development over time.

    Does digital access translate into human capital gains? Assessing information technology use effects on cognitive and non-cognitive development of students in Western Rural China · 2026 · DOI

  • The study investigates the impact of artificial intelligence and social media usage on student academic performance in Malaysia, a gap in current research.

    Beyond the Classroom: Artificial Intelligence and Social Media in Digital Learning Ecosystems and Their Impact on Student Academic Performance in Malaysia · 2026 · DOI

  • If e-learning would sustain as the learning paradigm of the new era, the activities must commence at the primary school level so that the right attitude towards the nascent learning mode will be developed early in life and ingrained.

    Influence of Parents’ Socio-Economic Status on Undergraduates’ Attitude Towards Virtual Learning in Post Covid-19 Pandemic Era in a Nigerian Public University · 2026 · DOI

  • Empirical evidence on the joint and differentiated effects of intrinsic and extrinsic inhibitors remains limited. The study aims to address this gap by analysing the role of intrinsic inhibitors and external influences in shaping ICT-related attitudes and use among secondary school students.

    Perceived Barriers and ICT-Related Attitudes among Secondary School Students in Croatia: An Exploratory Study · 2026 · DOI

  • The integration of AI into higher education poses challenges for academic staff, including the need for targeted training and support programs. The study highlights the importance of considering gender differences in AI tool use and perceptions when designing and implementing AI-based educational initiatives.

    Gender perspectives: Artificial intelligence in academic practice · 2026 · DOI

  • Future research should examine the impact of AI on student learning outcomes and the potential risks and challenges associated with AI adoption in higher education. Future research should investigate the factors that influence AI adoption and use in higher education, including gender, discipline, and institutional type.

    Gender perspectives: Artificial intelligence in academic practice · 2026 · DOI

  • To improve our understanding of university students’ perceived learning levels in programming, future research should explore the factors that contribute to the significant 49% variance observed.

    Examining the Factors Affecting University Students' Perceived Learning Levels in Programming · 2026 · DOI

  • Another notable gap in the literature reviewed concerns the sparse reporting of social configuration variables, such as team composition and structured interactions, between peers - that may significantly influence the gendered outcomes of ICT-STEM interventions.

    Transformation in STEM education through ICT: A systematic review of life skills development and gender-related outcomes · 2026 · DOI

  • Future research will focus on the effectiveness of ICT for STEM learning in heterogeneous school environments, including assessing the contribution of these technologies to the development of life skills such as critical thinking, creativity, and problem-solving.

    Transformation in STEM education through ICT: A systematic review of life skills development and gender-related outcomes · 2026 · DOI

  • The challenges of implementing IoT technologies in higher education, including the need for targeted professional development and institutional support strategies.

    From Chalkboards to Smart Classrooms: Faculty Perceptions of IoT Integration in Jordanian Universities · 2026 · DOI

  • Further studies can investigate the impact of IoT adoption on student learning outcomes. Future research can explore the factors that influence faculty perceptions of IoT adoption in different institutional contexts.

    From Chalkboards to Smart Classrooms: Faculty Perceptions of IoT Integration in Jordanian Universities · 2026 · DOI

  • There is a lack of understanding of undergraduate students' information-seeking behaviour in the Fourth Industrial Revolution era. There is a need for comprehensive information literacy programmes to improve students' confidence and competencies.

    Information seeking behaviour among private higher education undergraduate students in a fourth industrial revolution era · 2026 · DOI

  • Future research should evaluate how the implementation of structured cybersecurity interventions influences students’ behaviours and attitudes regarding their online activities, and use mixed-methods research to capture the ongoing impact of these interventions on students’ digital practices.

    The Investigation of Student Self-efficacy and Perceptions in the Use of the Internet in Somalia · 2026 · DOI

  • The study calls for alignment between academic preparation and Jordan's AI strategy, but specific mechanisms for institutionalizing this alignment and measuring its effectiveness are not detailed.

    Artificial intelligence anxiety, digital well-being, and future career concerns among engineering and information technology students in Jordan · 2026 · DOI

  • The conclusion recommends designing professional development programs focusing on rural teachers' anxiety reduction, yet the paper provides no baseline data on what specific AI tools or applications cause the highest configuration anxiety among rural science educators.

    The silent barrier: how technology anxiety shapes AI adoption in rural classrooms in the western zone of Sabah · 2026 · DOI

  • The sample size was limited to 483 respondents. The study did not explore the impact of internet use on other aspects of academic life, such as social interactions and mental health.

    Impact, Challenges, and Support System of Internet Use in Universities of Kalyana Karnataka: A Study of Students and Research Scholars · 2026 · DOI

  • The study was limited to Northern Croatia and the City of Zagreb. The research was conducted during May and June 2024. The study represents the first phase of a broader project.

    Perceived Barriers and ICT-Related Attitudes among Secondary School Students in Croatia: An Exploratory Study · 2026 · DOI

  • From a digital divide perspective, inequalities in technology use are not limited to access to devices but also include differences in digital skills, attitudes, and meaningful engagement with ICT.

    Navigating the digital divide: An in-depth exploration of ICT devices, knowledge, belief, usage, and attitude in educational settings · 2026 · DOI

  • The study identifies a gap in the literature by examining the interrelationships among AI literacy, attitudes toward AI, and technostress.

    Examining the Relationship Between Artificial Intelligence Literacy, Attitudes Toward Artificial Intelligence, and Technostress Among University Students · 2026 · DOI

Most-cited papers in Gender and Technology in Education

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Open questions raised by papers listed on this page include: (1) There is a lack of understanding about the relationship between technology anxiety and AI adoption among secondary school science teachers (“The silent barrier: how technology anxiety shapes AI adoption in rural…”, 2026); (2) Looking ahead, future research should investigate how various forms of IT engagement, especially in the context of AI-enhanced learning, impact both cognitive and socio-emotional development over time (“Does digital access translate into human capital gains? Assessing information…”, 2026); (3) Empirical evidence on the joint and differentiated effects of intrinsic and extrinsic inhibitors remains limited (“Perceived Barriers and ICT-Related Attitudes among Secondary School Students in…”, 2026); (4) Future research should examine the impact of AI on student learning outcomes and the potential risks and challenges associated with AI adoption in higher education (“Gender perspectives: Artificial intelligence in academic practice”, 2026); (5) Future research can explore the factors that influence faculty perceptions of IoT adoption in different institutional contexts (“From Chalkboards to Smart Classrooms: Faculty Perceptions of IoT Integration in…”, 2026). 214 gap statements have been mined from Gender and Technology in Education papers in our 7.9M-paper local library, which holds 2,718 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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