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Open research questions in Global Educational Reforms and Inequalities

286 unresolved questions extracted from the limitations and future-work sections of 3,921 Global Educational Reforms and Inequalities papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • future research should further examine how specific pedagogical improvements within on-campus teaching environments influence students' reliance on external learning resources, - longitudinal designs should be used to capture changes over time

    Off-Campus Instruction in STEM Subjects: A Necessary Complementary Mechanism or an Alternative to Frontal Instruction? · 2026 · DOI

  • Further research could investigate the mechanisms behind heterogeneous marginal returns, - Additional studies could explore the impact of education expansions on different populations

    Causal returns to education · 2026 · DOI

  • The direction and magnitude of the bias in OLS estimates of the returns to schooling are theoretically ambiguous. The literature has not fully addressed the issue of heterogeneous returns to schooling. The paper aims to fill this gap by providing a comprehensive synthesis of the evidence on private returns to schooling.

    Causal returns to education · 2026 · DOI

  • Yet little is known about how teachers and students navigate the curricular tensions arising from participation in both.

    Dual roles, dual challenges: a study of teachers’ and students’ experiences across formal and shadow curriculum · 2026 · DOI

  • It remains unclear how different types of high school entrance examination policies in China play a role in the relationship between the educational expectations of migrant children and various dimensions of capitals they have.

    Capitals and Educational Expectations Among Chinese Migrant Children: The Moderating Roles of High School Entrance Examination Policies · 2025 · DOI

  • This article empirically examines this emerging transnational population of Chinese families in Zimbabwe, focusing on the social reproduction of this relatively understudied group.

    Mobility as Capital: A ‘Three‐Step’ Education Pathway of Chinese Transnational Migrant Families in Zimbabwe · 2024 · DOI

  • To date, the reasons for these effects have not been systematically investigated.

    Factors influencing students’ reading literacy in Morocco: A multilevel analysis · 2024 · DOI

  • Yet few studies have explored how migrant students affect the decision-making process of native households.

    Are migrants a threat? Migrant children and human capital investments among local households in urban China · 2024 · DOI

  • from h u n d r e ds of school districts in a variety of states and countries a d ds even more spice to the situation. s c o r es of Hong Kong International School is a coeducational day school organized into three divisions. American citizens of the student body of comprise 1500. The rest of the students represent approximately 32 nationalities. Most students remain an average of 3 years. c o m m i t t ee w as restructured into two committees, one through 6th grades for kindergarten o r i g i n al T he by Jan Yung highly able accurately identified. s t u d e n ts a re b e i ng

    Extended Learning in Hong Kong: Going beyond · 1987 · DOI

  • The assumption that digital trends signify a voluntary abandonment of the classroom. The lack of understanding of the relationship between the intensity of student criticism and their declared preference for off-campus learning. The need to investigate how specific pedagogical improvements within on-campus teaching environments influence students' reliance on external learning resources.

    Off-Campus Instruction in STEM Subjects: A Necessary Complementary Mechanism or an Alternative to Frontal Instruction? · 2026 · DOI

  • This systematic review provides valuable insights into the factors contributing to the strong performance of East Asian education systems in international assessments. However, several limitations should be acknowledged. First, the review is based on 30 studies that met the predefined inclusion criteria, which may not fully represent the entire body of research on high-performing education systems. Although the PRISMA approach ensured a systematic and transparent selection process, relevant studies published outside the chosen databases or in languages other than English may have been overlooked. Second, the studies reviewed utilized various research designs and methodologies, including qualitative analyses, comparative policy studies, and quantitative evaluations of international assessment data. While the Mixed Methods Appraisal Tool (MMAT) helped assess the methodological quality across these diverse studies, differences in research design may have influenced how the findings were interpreted and integrated. Third, most existing literature focuses on well-known high-performing systems such as Singapore and Hong Kong, with fewer detailed studies on Taiwan and Macao. Consequently, the evidence base may be somewhat uneven across the education systems examined in this review. Fourth, the review primarily relied on secondary analyses of international assessment data and policy studies, which may not fully capture classroom-level practices across all schools within these systems. Education systems are complex, and practices can vary among schools, teachers, and local contexts. Finally, while the review identifies several factors associated with high performance, it is important to understand that educational outcomes arise from intricate interactions among cultural, institutional, and socioeconomic factors. Thus, the findings should not suggest that policies from high-performing systems can be directly implemented in other contexts without careful adaptation. Despite these limitations, the systematic synthesis of evidence from multiple studies offers a comprehensive overview of the structural, instructional, and cultural factors that contribute to the strong performance of East Asian education systems in international mathematics assessments.

    Why Do East Asian Education Systems Excel in International Mathematics Assessments? A Systematic Review of Evidence from Singapore, Hong Kong, Taiwan, and Macao · 2026 · DOI

  • Structural challenges, such as poverty and limited institutional resources. Pedagogical challenges, such as uneven instructional practices and inconsistent lecturer presence. Governance challenges, such as lack of accountability and inadequate support systems.

    Structural and pedagogical challenges in South African rural TVET colleges: A case of the Eastern Cape, KwaZulu-Natal and Limpopo provinces · 2026 · DOI

  • The study identifies a gap in understanding the structural and pedagogical challenges in South African rural TVET colleges. The gap is related to the lack of research on the impact of these challenges on graduate employability and student achievement.

    Structural and pedagogical challenges in South African rural TVET colleges: A case of the Eastern Cape, KwaZulu-Natal and Limpopo provinces · 2026 · DOI

  • Future research should examine the implementation of effective quality management practices in education. Future research should analyze the impact of quality management systems on student outcomes.

    Theoretical Aspects of International Experience in Quality Assurance in the Educational System · 2026 · DOI

  • There is a lack of research on comparative benchmarking analysis of quality management systems in education. There is a need to examine the diversity of quality management mechanisms in education.

    Theoretical Aspects of International Experience in Quality Assurance in the Educational System · 2026 · DOI

  • The study was limited to open-access academic sources. Official policy documents from some countries could not be accessed. Imbalances in country representation within the literature and language constraints narrowed the scope of the comparative analyses. The study focused solely on the nomination process, excluding postidentification practices from its scope.

    A Cross-National Comparison of Nomination Criteria for Gifted Individuals: A PRISMA-Based Systematic Review · 2026 · DOI

  • 199 Bağrıaçık et al. / İnönü University Journal of the Faculty of Education 2026; 27(1), 192-212 2.7. Data Analysis Process The data analysis process was carried out in a three-stage structure: 2.7.1. Content Analysis The included studies were systematically analyzed based on their data content related to the nomination processes of gifted individuals (James W. Drisko & Tina Maschi, 2016). In each study, key data regarding the identification process (e.g., criteria, actors, governance structure) were identified, and common themes were derived. 2.7.2. Categorical Coding The documents obtained in the study were systematically analyzed using content analysis, and thematic patterns related to identification processes were identified. In this context, an inductive analysis approach was adopted during data analysis, and common identification criteria were derived from the content (James W. Drisko & Tina Maschi, 2016). At the end of the coding process, 13 main nomination criteria were defined as categorical themes. Each criterion was derived from the practices used in the initial identification processes of gifted individuals across different countries. To ensure the objectivity and scientific reliability of the coding process, the data were analyzed by two independent researchers. Inter-coder reliability was calculated using the formula proposed by Matthew B. Miles and A. Michael Huberman (1994) Agreement/(Agreement+Disagreement), and an agreement rate of .92 was achieved between the researchers. In addition, the Joanna Briggs Institute (JBI) Critical Appraisal Checklist was employed to assess the methodological quality of the 53 studies included in the systematic review. Within this process, studies were evaluated based on criteria such as sample adequacy, the validity of data collection instruments, and the consistency of findings with the research questions. Only those studies considered to be of “high methodological quality” were included in the final analysis. The themes identified through this process are presented below. 1. Teacher Nomination: Nomination of the student based on the teacher’s observations. 2.Parent Input/Nomination: Nomination based on the family’s individual evaluations. 3.Achievement Test Scores: Consideration of scores from reading, mathematics, or general academic tests. 4.Intelligence Test Scores: Evaluation of scores obtained from standardized intelligence tests. 5.Portfolio Assessment: Evaluation of documents and products reflecting the student’s work. 6.Academic Achievement: Report card grades or performance indicators throughout the educational process. 7.Psychologist/Psychiatrist Diagnosis: Referral based on clinical reports from expert evaluations. 8.Cognitive Tests: Assessments related to cognitive domains such as memory, attention, and processing speed. 9.Self-Nomination: The student’s voluntary application to the identification process. 10.Peer Nomination: Nomination of a student by their peers. 11.Out-of-School Achievements: Non-formal accomplishments such as in arts, sports, or scientific competitions. 12.Creativity Test Scores: Scores obtained from widely accepted creativity assessments such as the Torrance Tests. 13.No Standard Procedure: This category refers to contexts where there is no structured, mandatory, and centralized nomination system at the national level. In such cases, the nomination process is typically left to the discretion of local authorities, school administrations, or individual teachers rather than being governed by a centralized policy. These codes constituted the primary framework for tabulation and thematic comparisons in the comparative analysis phase of the study. Findings for each country were structured based on these categories. 200 Bağrıaçık et al. / İnönü University Journal of the Faculty of Education, 2026; 27(1), 192-212 2.7.3. Comparative Analysis Kodlanan veriler, ülkeler arası benzerlik ve farklılıkları belirlemek amacıyla karşılaştırmalı analiz tekniğiyle değerlendirilmiştir. Analizler; tanılama süreci yapısı, uygulayıcı aktörler (öğretmen, psikolog, yönetici), kullanılan ölçütler ve merkezi/yerel yönetim yaklaşımlarına göre sınıflandırılmıştır (Roig-Tierno et al., 2017).

    A Cross-National Comparison of Nomination Criteria for Gifted Individuals: A PRISMA-Based Systematic Review · 2026 · DOI

  • The study suggests that future research should optimize the quality assurance system and popularize it. The study recommends that future research should supplement process-management links and highlight social-value guidance. The study suggests that future research should improve the training system for scientific-research ability by addressing the gap in high-level ability development.

    Analysis of the Quality Assurance Effect of Sino-Foreign Cooperative Education from the Perspective of Students: A Case Study in Jiangsu Province, China · 2026 · DOI

  • Further research is needed to explore the long-term effects of the programme on students' science achievement and conceptual understanding - The study's findings can inform the development of STEM education programmes in similar contexts - Future research can investigate the scalability and sustainability of the programme

    The Implementation and Challenges of a Project-Based STEM Programme in Rural Minority China · 2026 · DOI

  • There is a lack of research on the implementation and challenges of project-based STEM programmes in rural minority China - The study aims to address this gap by investigating the implementation and challenges of a project-based STEM programme in this context

    The Implementation and Challenges of a Project-Based STEM Programme in Rural Minority China · 2026 · DOI

  • The study identifies a gap in understanding how participation functions as a governance mechanism in higher education. The study highlights the need for critical examination of participation in higher education governance.

    Tokenistic Participation as a Governance Mechanism in Higher Education · 2026 · DOI

  • The paper identifies a gap in the literature on EMI in Korean higher education, particularly in relation to the dominance of Western epistemic norms. The study highlights the need to move beyond Western-centric lenses in higher education.

    Asia as Method in Korean Higher Education: Toward Transformative Possibilities · 2026 · DOI

  • There is a lack of institution-specific empirical research to inform data-driven reforms in regional Philippine State Universities and Colleges. The study identifies a persistent discrepancy between satisfactory course grades and weaker performance in competency-based assessments.

    Resource Allocation Optimization and Academic Performance of Mathematics Students in Philippine State Universities: A Narrative Literature Review · 2026 · DOI

  • The traditional school management pattern in China is limited. There is a lack of effective communication channels between school leaders, teachers, and students. The dialogue-based school management model can address these gaps.

    Dialogue-Based School Management: A New Approach to School Management in China · 2026 · DOI

  • A lack of a legal basis for off-campus labor practice education programs. Inadequate resource support for off-campus labor practice education programs. Unpredictable educational outcomes of off-campus labor practice education programs.

    Linking the School to Society: A Case Study on School-Community-Business Partnership in Labor Education · 2026 · DOI

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286 open questions have been extracted from the limitations and future-work passages of 3,921 Global Educational Reforms and Inequalities 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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