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Open research questions in Higher Education Learning Practices

446 gap statements mined from Higher Education Learning Practices papers in our 7.9M-paper local library, which holds 4,623 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

  • A significant research void exists concerning explicit teaching practices within Challenge-Based Learning. There is a scarcity of research on specific Challenge-Based Learning teaching practices and detailed implementation strategies. The study aims to bridge this gap by synthesizing the limited existing research and delineating the teaching practices most prevalently associated with Challenge-Based Learning.

    Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education · 2024 · DOI

  • The current education system fails to provide personalized and flexible learning solutions for adult learners. There is a need for a dramatic breakthrough in the cost-value equation for education to support workforce development and lifelong learning. The paper identifies a gap in the understanding of how AI can be used to enhance the educational experiences of adult learners.

    The Future of Postsecondary Education in the Age of AI · 2024 · DOI

  • The traditional teaching method in China has limitations in catering to diverse educational needs. The public education system has failed to meet the demand for personalized education. The study aims to address this gap by evaluating the effectiveness of the stratified cognitive apprenticeship model.

    Investigating the Impact of the Stratified Cognitive Apprenticeship Model on High School Students’ Math Performance · 2024 · DOI

  • The lack of clear direction and conflicting intentions in the LLE policy statements. The need for a critical review of the LLE from a lifelong learning perspective.

    A Critique of the Ambitions and Challenges of the Lifelong Learning Entitlement (LLE) from a Lifelong Learning Perspective · 2024 · DOI

  • The paper identifies a gap in the existing assessment approaches, which do not encompass all presented educational knowledge. There is a need for a comprehensive assessment of knowledge that is adaptable to various training forms.

    Comparative Analysis of Knowledge Control and Evaluation Methods in Higher Education · 2024 · DOI

  • The research highlights the need for customized training programs that take into account the specific needs of pre-service teachers.

    Synergies in Developing Pre-Service Teachers’ Language Assessment Literacy in Ukrainian Universities · 2024 · DOI

  • One re - spondent emphasised the need for capacity building through training, including practical guidance on using the resource book. It is also critical to ensure the resource book's availability. It should be distributed to all post-primary insti - tutions or made freely available in school libraries. The data revealed that the unavailability of the book is a major obstacle. Formalise guidance roles and staffing.

    Az ugandai középfokú intézmények tanárainak szánt pályaorientációs és tanácsadó kézikönyv vizsgálata · 2026 · DOI

  • This study is limited to the pre-service teachers who participated in the research, the data collection instruments employed, and the variables included in the model.

    The Predictive Effect of Pre-Service Teachers’ Use of 21st-Century Learner Skills on Their Use of 21st-Century Teacher Skills · 2026 · DOI

  • Future research may consider a closer examination of demographic details to tailor recruitment and continue to inform program development around the specific needs of paraprofessionals. As such, a limitation of this study is the absence of specific participant demographic information, such as exact age, gender, years of schooling, family responsibilities, and cultural background.

    Upcoming Learning to Be The Teacher · 2026 · DOI

  • Second, the study’s explanatory power is limited by the omission of key variables, particularly motivation, which dynamically interacts with competence development. Constructs such as self-efficacy and vocational identity are well-established influencers of learning trajectories but remain underexplored in this context.

    Training Quality as a Dynamic Construct: Longitudinal Evidence of Changing Effects on Vocational Competence Development · 2026 · DOI

  • The competence model needs to be validated empirically. The association between items and skills needs to be identified. The skills underlying the individual's responses to test items need to be uncovered.

    Test retrofitting with competence-based knowledge space theory: empirical applications with two educational tools · 2026 · DOI

  • There is a gap between teachers' awareness of 21st-century skills and their effective classroom implementation. The literature highlights key areas where teachers require targeted support, including practical pedagogy, assessment of 21st-century skills, and technology integration.

    An Assessment of the Professional Development Needs of English Teachers in Carrascal National High School Regarding 21st-Century Skills. · 2026 · DOI

  • The concept of teaching excellence is complex and multi-faceted. There is a need to understand what 'excellent' teaching looks like and how it can be developed.

    The Keys to Teaching Excellence: The Professional Practice of Tertiary Teaching Excellence Awardees · 2026 · DOI

  • On the industry side, collaboration is often undermined by a lack of perceived benefit, whereby employers do not find value in hosting interns or working with institutions when the trainees are insufficiently skilled or outdated in their knowledge (Ashari, 2014).

    Proposed Framework for Effective Collaboration between TVET Institutions and Industry for Enhancing Employability Skills: Evidence from Selected Institutions in Uganda · 2026 · DOI

  • There is a need to improve the implementation of soft skills in learning environments. The development of soft skills is beneficial for higher education students to meet the requirements and expectations of potential future employers. There is a lack of research on the development of soft skills in EFL contexts among Moroccan university students.

    An Investigation into Different Techniques for the Advancement of Soft Skills in EFL among Moroccan University Students · 2026 · DOI

  • There is a lack of understanding of how institutional education policies shape alumni career outcomes in Indonesian state maritime universities. Prior studies have not examined the interdependence among teaching professionalism, curriculum quality, and leadership effectiveness.

    Institutional education policies and alumni career outcomes in Indonesian state maritime institutes · 2026 · DOI

  • The paper highlights the need for effective HRM practices to support educational reform.

    From Curriculum Reform to Classroom Reality: Human Resource Management and the Implementation of Competency-Based Secondary Education in Uganda · 2026 · DOI

  • The study aims to address this gap by synthesizing evidence on OBE implementation.

    SYSTEMATIC LITERATURE REVIEW: ANALISIS IMPLEMENTASI KURIKULUM BERBASIS OUTCOME-BASED EDUCATION (OBE) DI PERGURUAN TINGGI · 2026 · DOI

  • There is currently no comprehensive competency framework for training, assessing, and developing the competency to organize STEAM educational activities. The ability of Early Childhood Education students to organize STEAM educational activities remains limited.

    Towards A Competency Framework for Organizing STEAM Education Activities in Pre-Service Early Childhood Teacher Education: A Literature Review · 2026 · DOI

  • Future research should investigate the implementation of the Vocational Learning Theory Integration Framework in vocational education settings. Future research should also explore the effectiveness of the framework in supporting work readiness and lifelong learning.

    INTEGRASI TEORI BELAJAR DALAM PEMBELAJARAN KEJURUAN DI ERA DIGITAL: KAJIAN LITERATUR SISTEMATIS · 2026 · DOI

  • Prior work has shown that transformational leadership is important for institutional success, but its practice varies across institutions.

    Transformational Leadership Practices and Facilitators’ Commitment in Implementing Competency-Based Education in Public Junior Secondary Schools in Kisii County · 2026 · DOI

  • Ensuring curriculum alignment with industry needs. Developing effective leadership and governance structures. Balancing the needs of diverse stakeholder groups.

    Institutional education policies and alumni career outcomes in Indonesian state maritime institutes · 2026 · DOI

  • The paper identifies the challenge of creating an educated workforce in a rapidly changing economy. The paper notes the challenge of providing personalized and flexible learning solutions for adult learners. The paper discusses the challenge of addressing skill gaps in the workforce.

    The Future of Postsecondary Education in the Age of AI · 2024 · DOI

  • Further research could investigate the motivations of students in different institutions - Further research could explore the impact of the EPS programme on students' career…

    Why Students Choose the European Project Semester Program for Academic Mobility: A Case Study at an Engineering School · 2024 · DOI

  • This study strictly followed ethical considerations of informed consent and anonymity to fill the gap in knowledge on the opinions of ICT trainers on the implementation of CBET in the ICT courses.

    Opinions of ICT Trainers on the Influence of CBET Implementation on ICT Employability Skills in TVET Institutions in Bungoma County, Kenya · 2026 · DOI

Most-cited papers in Higher Education Learning Practices

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This page shows what the Higher Education Learning Practices literature already flags as unresolved. To narrow it to your specific question, search the Research Gap Finder: the search is free with a free account and lists the papers closest to your topic first. Unlocking that topic (50 credits, charged once) fills the comparison table from our 7.9M-paper local library and writes the gaps from its rows.

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Open questions raised by papers listed on this page include: (1) Future research may consider a closer examination of demographic details to tailor recruitment and continue to inform program development around the specific needs of paraprofessionals (“Upcoming Learning to Be The Teacher”, 2026); (2) Constructs such as self-efficacy and vocational identity are well-established influencers of learning trajectories but remain underexplored in this context (“Training Quality as a Dynamic Construct: Longitudinal Evidence of Changing…”, 2026); (3) There is a need to understand what 'excellent' teaching looks like and how it can be developed (“The Keys to Teaching Excellence: The Professional Practice of Tertiary Teaching…”, 2026); (4) There is a need to improve the implementation of soft skills in learning environments (“An Investigation into Different Techniques for the Advancement of Soft Skills…”, 2026); (5) There is a lack of understanding of how institutional education policies shape alumni career outcomes in Indonesian state maritime universities (“Institutional education policies and alumni career outcomes in Indonesian state…”, 2026). 446 gap statements have been mined from Higher Education Learning Practices papers in our 7.9M-paper local library, which holds 4,623 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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