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Open research questions in Global Education and Multiculturalism

647 unresolved questions extracted from the limitations and future-work sections of 12,418 Global Education and Multiculturalism papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The paper identifies a gap in the discussion on the role of activism in education. The authors argue that education is often seen as a neutral practice, but this is not the case. The paper highlights the need for more research on the importance of activism in education.

    Special Issue: What place for activism in, for and as education? · 2026 · DOI

  • The empirical application of Asia as method has remained underexplored despite its substantial attention in educational research. The paper identifies a gap in the application of critical syncretism in understanding policy enactments in the Global South.

    Amplifying critical syncretism in Asia as method : understanding policy enactments in a Hong Kong school through Mohap · 2025 · DOI

  • Investigate how different versions of the Westphalian myth affect student understanding of international relations. Explore the effectiveness of teaching methods that foreground justice claims in IR pedagogy.

    The Politics of Pedagogy: The Problem of Order in the IR Classroom · 2024 · DOI

  • The paper identifies the gap between teaching IR's core concepts and addressing the injustices they perpetuate. It highlights the need for a pedagogical approach that is ethically responsible towards students.

    The Politics of Pedagogy: The Problem of Order in the IR Classroom · 2024 · DOI

  • The findings lend insight into the understudied democratic preferences of cosmopolitan citizens, and show that they hold divergent perspectives on democracy.

    Who Should Rule for Cosmopolitans? Linking Cosmopolitan Orientations and Governance Preferences · 2026 · DOI

  • Yet, how to apply Asia as method and articulate the diverse traditions of knowledge(s) is underexplored.

    Amplifying critical syncretism in Asia as method : understanding policy enactments in a Hong Kong school through Mohap · 2025 · DOI

  • The study will also contribute to an important yet significantly under-researched area of Arab and Arab American teachers, offering valuable and vital insights into future research and teacher education.

    Transnational Engagement as Rebellion and the Act of Teaching as Resistance: Narrative Inquiry into an Arab Migrant Social Studies Teacher · 2025 · DOI

  • The study identified five distinct student profiles, illustrating a spectrum from limited to advanced levels.

    Uncovering Different Profiles of College Students’ Global Competence: Evidence from Undergraduates’ Performance in South Korea · 2025 · DOI

  • Based on the results of this study, future research could focus more on the individual characteristics of pre-service CAL teachers to further investigate the factors contributing to the individual differences in BCD.

    Unpacking the disposition of beliefs among pre-service Chinese as an additional language teachers · 2025 · DOI

  • These insights help not only contribute to the under-explored body of literature that has adopted a comparative stance in looking at transnationalism and education on both sides of the U.

    At the Intersection of Transnationalism, Identity, and Conocimiento: An Autoethnography · 2025 · DOI

  • Prentice-Hall. and Method. Boersma, P. Dee, Debora Gay, Ruth A. Jones, Lynn Morrison 1981 and Helen Remick "Sex i n t e r a c t i o n s: 7:775-784. d i f f e r e n c es in f a ct or college fantasy?" student-teacher

    The other face of the classroom: A student ethnography · 1987 · DOI

  • If such a con- sensus can be reached, it remains to be decided whether a federal policy for the arts is desirable and the degree to which such de- cisions should best be made at state and local levels. An open question is the degree to which outreach and accessibility efforts of government and private agencies and the kinds of art supported by public and private funders have shaped expectations toward the arts and arts education.

    Toward an Integrated Study of Cultural and Educational Policy · 1987 · DOI

  • The integration of AI technologies introduces opportunities and ethical risks. The dominant approaches to global citizenship education risk reinforcing neoliberal and technocratic assumptions. There is a need to address structural barriers to inclusion in education.

    To be (or not to be) a global citizen in an algorithmic world? A cartographic, ethical and reflexive framework for higher education · 2026 · DOI

  • The dominant approaches to global citizenship education are rooted in Westerncentric narratives and neoliberal frameworks. There is a lack of critical and humancentred approaches to global citizenship education.

    To be (or not to be) a global citizen in an algorithmic world? A cartographic, ethical and reflexive framework for higher education · 2026 · DOI

  • Future research could examine the long-term effects of privilege management on children's attitudes towards inequality. Future research could explore the implications of teaching philanthropy in public schools for political culture.

    Learning to give Managing privilege in a French elite primary public school · 2026 · DOI

  • The study identifies a gap in our understanding of how privilege management is taught in elite schools. The study highlights the need for critical examination of philanthropy programs in public schools.

    Learning to give Managing privilege in a French elite primary public school · 2026 · DOI

  • The paper identifies the challenge of creating learning environments that are supportive and safe for students. It highlights the need to address issues of gender inequality, mental health, and disability inclusion in language teaching. The paper also notes the challenge of teaching kindness in a way that has transformative potential.

    Towards a Grammar of Intercultural Kindness: Connecting Citizenship, Equity, Diversity and Inclusion in Language Education · 2026 · DOI

  • The paper identifies a gap in the discussion of how language teaching can engage with complex real-world topics through an intercultural citizenship approach. It highlights the need for a theoretical framework that integrates intercultural citizenship and equity, diversity, and inclusion.

    Towards a Grammar of Intercultural Kindness: Connecting Citizenship, Equity, Diversity and Inclusion in Language Education · 2026 · DOI

  • The study has a limited sample size of 45 survey respondents and eight interviewees. The study relies on self-reported data from the survey and interviews.

    The perceived impact of a global education leadership program at a Korean university on educators from developing countries · 2026 · DOI

  • Further research can investigate the long-term impact of the program on the graduates' careers. The study's findings can be used to inform the development of similar programs in other contexts. Future research can explore the factors that influence the application of the graduates' competencies.

    The perceived impact of a global education leadership program at a Korean university on educators from developing countries · 2026 · DOI

  • There is a lack of understanding of how well-being learning is experienced across cultures. Cultural diversity in international schools extends beyond nationality and language to differences in values, family expectations, communication styles, and understandings of identity, relationships, and belonging.

    Cultural Friction and the Shaping of Well-Being Curriculum in International Schools: A Mixed-Methods Study · 2026 · DOI

  • Recommendations for Practice Teachers need to be more flexible when teaching sensitive topics such as mental health, identity, family relationships, trauma, and gender, which are valuable for students even though not all feel comfortable discussing them publicly. Speaking in front of the class should not be treated as the only sign of engagement; some students understand and care about a topic yet prefer not to share personal feelings openly. Teachers should also set clear discussion rules, making it understood that respectful disagreement is allowed and that no one will be required to share personal experiences in order to take part. Recommendations for School and Institutional Action Schools should review whether their well-being teaching relies too heavily on one dominant cultural perspective, recognising that enrolling students from many backgrounds does not automatically make the curriculum feel culturally balanced. They should examine whether lesson materials and discussion methods reflect different family values, emotional expectations, cultural sensitivities, and real-life experiences. Professional development should also be more practical: general diversity training can raise awareness but may not adequately prepare teachers to lead sensitive discussions in multicultural classrooms. 1509 INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN PROGRESSIVE EDUCATION AND DEVELOPMENT Vol. 1 5, No.

    Cultural Friction and the Shaping of Well-Being Curriculum in International Schools: A Mixed-Methods Study · 2026 · DOI

  • Existing studies lack a systematic conceptual framework to theorize the specific types of knowledge and resources utilized in this process. The transition is often described as a relatively linear process, which fails to capture its dynamic and complex nature.

    Transnational Funds of Knowledge: Chinese Immigrant Teachers’ Professional Transition in New Zealand Early Childhood Education · 2026 · DOI

  • Future research should assess competency development by collecting evidence of the successful application of knowledge and skills. Future research should explore the impact of the global citizenship curriculum on students' personal, academic, and professional identities.

    The Power of a Global Citizenship Curriculum on College Students · 2026 · DOI

  • There is a need for educational institutions to introduce new pedagogical approaches to global citizenship education. There is a lack of understanding of how to promote global citizenship education.

    The Power of a Global Citizenship Curriculum on College Students · 2026 · DOI

Most-cited papers in Global Education and Multiculturalism

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647 open questions have been extracted from the limitations and future-work passages of 12,418 Global Education and Multiculturalism papers in our 4.5M-paper local 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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