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Open research questions in Higher Education Learning Practices

136 unresolved questions extracted from the limitations and future-work sections of 4,419 Higher Education Learning Practices papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • exchange facilitates the comparison of teaching development management models, strategies, and talent cultivation approaches, allowing teachers to identify shortcomings and adopt advanced practices. Participation in academic conferences, forums, and professional training programs further enhances research developments and fosters scholarly dialogue. disciplinary awareness frontier of and teachers influence academic engagement, cross-domain in sustained An open and reflective learning attitude is exchange.

    Strategies for Higher Education Teachers’ Career Development Planning under the Lifelong Learning Paradigm · 2026 · DOI

  • teachers can expose students to teaching content, cutting-edge and methodological approaches. On the other hand, in response to the growing trend of interdisciplinary integration, teachers are required to broaden their intellectual horizons by learning from related disciplines, overcoming disciplinary boundaries, and cultivating and example, competencies. comprehensive integrating elements of the humanities and social sciences into science and engineering education can foster students’ sense of social responsibility and humanistic awareness, while introducing scientific methods into humanities education can strengthen students’ logical reasoning and innovative abilities.

    Strategies for Higher Education Teachers’ Career Development Planning under the Lifelong Learning Paradigm · 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do not find value in hosting interns or working with institutions when the trainees are insufficiently skilled or outdated in their knowledge (Ashari, 2014).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

  • s book addresses many aspects of quality assurance, the specific effects of QA processes on degree programs and higher education remain underexplored.

    Book Review: 20 Years of Quality Assurance in Vietnamese Higher Education: Retrospective Analysis and Trends for the Future · 2026 · DOI

  • Name three possibilities for differentiation. Differentiation by [free text field] Professionalisation of Future VET Teachers 405 4.3 Qualitative Part A qualitative approach was chosen to obtain contextualized insights into the students' subjec- tive experiences in analysing, modifying and developing teaching assignments. The key me- thodological data are presented in Table 1. Several Co-Lab seminars with identical structures were offered in parallel, and for one of them we received permission to analyse the portfolios anonymously. The data set comprises all 13 portfolios from this seminar (n = 4 in 2022 and n = 9 in 2023), ensuring comprehensive coverage rather than selective sampling. These port- folios were written by Master's students who participated in the Co-Lab seminars as part of their professional training. The use of the portfolios was approved for research purposes, and all data were anonymised prior to analysis. As reflective instruments, the portfolios provided material for reconstructing how student teachers perceived and articulated their processes of assignment development. The evaluation followed the principles of qualitative content analy- sis according to Mayring (2014). The coding framework was initially developed deductively based on the three dimensions (knowledge, ability, and willingness) of the KMK competence model (2021) and subsequently extended through inductive, open coding.

    Professionalisation of Future VET Teachers Through Assignment-Related Action Competence · 2026 · DOI

  • Limited. https://doi.org/10.1108/s1479-363620170000009010 Tomlinson, C. A., Brighton, C. M., Hertberg, H. L., Callahan, C. M., Moon, T. R., Brimijoin, K.,... & Reynolds, T. D. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-3), 119–145. https://doi.org/10.1177/016235320302700203 Toprak, Ö. F., & Çolak, A. (2024). IEP team members’ experiences on the process of preparing individualized education program in a secondary school. Kuramsal Eğitimbilim, 17(2), 351–373. https://doi.org/10.30831/akukeg.1325209 Treffinger, D. J., & Selby, E. C. (2009). Levels of service (LoS): A contemporary approach to programming for talent development. Center for Creative Learning. (2018). American VanTassel‐Baska, J. policy in gifted education.

    Considerations in writing individualized educational plans for gifted learners · 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

  • LIMITATIONS AND RECOMMENDATIONS 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

  • To enhance career guidance, I recommend expanding teacher training to ensure regular workshops and re- fresher courses in guidance and counselling for all teachers, not just career advisors. The training should cover the resource book’s content (e.g., guidance skills, career information) and its pedagogical methods. 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. Teachers suggested creating official guidance counsellor positions or hiring qualified counsellors to professionalise the service. Also, clarify teachers’ guidance responsibilities in 19 Neveléstudomány 2026/1. Tanulmányok policy guidelines, so schools don’t “view career guidance as a waste of time.” Providing a modest budget for guidance activities like career fairs can signal administrative support. Additionally, integrating guidance into the curriculum and timetable, monitoring implementation, and using simple accountability measures to track activities would help. This could include annual reporting on guidance sessions and student participation, or periodic supervision visits. Engaging external stakeholders, such as local businesses and NGOs, in career days or mentoring can strengthen programs. Respondents also recommended awareness campaigns to build support among students and parents. Finally, feedback from teachers and stu- dents should guide updates to the resource book and educator training.

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

  • This study has limitations. It relies on qualitative data from a small sample of educators, which may not capture all perspectives. Student and employer views were not included, potentially overlooking certain factors. Addi- tionally, the study context may differ from urban or higher-performing schools, limiting generalizability. Future research could use mixed methods, such as classroom observation, student surveys, and policy analysis, to val- idate and expand on these findings.

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

  • In experiential learning, there are several indicators that need to be examined, especially in learning Solo bridal make-up in the Beauty Study Program, namely direct experience, environmental support, learning media and learning activities on the successful implementation of experiential learning on Solo bridal make-up material.

    Factors Influencing the Success of Experiential Learning Model in Solonese Bridal Makeup Course · 2025 · DOI

  • Although various studies have addressed professional development more broadly, key aspects remain insufficiently explored – particularly those relating to the personalization of teacher training, the integration of self-education strategies in university curricula, and the articulation of clear indicators of pedagogical competence specific to the primary school context.

    Prospects for Professional Training for the Development of Autopedagogic Competence in Future Primary School Teachers · 2025 · DOI

  • ” These findings will resonate with local “TVET” research supervisors and supervisees in the Global South at a premiere Caribbean university in knowing what research has been done in their chosen field in avoiding duplication of efforts and knowing what remains to be researched.

    Exploring Knowledge Development for Sustaining the Intellectual Capital of Technical and Vocational Education and Training leadership Research: A qualitaive study at a Global South university · 2024 · DOI

  • ( 2021) further highlight that "there is a general lack of agreement on the definition of teaching excellence" but consider that teaching excellence could variedly be discussed in three areas: in the "political, social and educational" context, from the "student perspective" and from the "teacher's perspective" (Williams, Pricop, Heron, Balloo, & Barnett, 2021, p.

    What Completes an Excellent Teacher? Care in Higher Education English Language Teaching · 2023 · DOI

  • There has been no consensus on what teaching excellence constitutes and it often depends on the criteria formulated by a particular higher education institute, which may be used to evaluate candidates applying for teaching excellence awards (Gakhal, 2018).

    What Completes an Excellent Teacher? Care in Higher Education English Language Teaching · 2023 · DOI

  • For CBL, the path needs to be explored, as it is on the frontline of educational developments that can be most helpful for developing a new paradigm in education.

    Taking the Challenge: An Exploratory Study of the Challenge-Based Learning Context in Higher Education Institutions across Three Different Continents · 2023 · DOI

  • In Austria, binding training objectives are defined for the company-based part of dual training (approximately 70–80 per cent of total training time), but there are scarcely any normative specifications on how these are to be achieved and there is no systematic quality assurance of the practice.

    ‘How’ and ‘why’ cannot be separated: empirical insights into the company-based part of apprenticeship training in Austria · 2023 · DOI

  • The evidence gathered supports the thesis that ITI training is theory-driven and teacher-centred, that training is very often not practical and application-orientated, and most ITI teachers in the examined institutes have limited knowledge in the field of micro-didactics.

    Theory and Practice of Teaching and Learning in the Classroom – Lessons from Indian Industrial Training Institutes · 2022 · DOI

  • Findings The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS.

    Measuring learning outcomes: bridging accreditation requirements and LMS functionalities · 2022 · DOI

  • Conclusion As there are few reports on nursing research competency, CBE helps nursing research instructors create relevant intended learning outcomes (ILOs), allowing them to assess each research step's ILOs more efficiently.

    Assessment of nursing students’ research competencies with competency‐based education · 2021 · DOI

  • Although the role of the European Union in educational policy-making has received considerable attention, of which national qualifications frameworks are part of, only a few studies have focused on measuring the impacts of the European qualifications framework influenced national qualifications frameworks in Europe.

    The Impact of Slovenian Qualifications Framework: Stakeholders’ Perspective · 2021 · DOI

  • 12) and be skilled at pedagogical decision-making in both learner-centred and workbased practices Despite this growing expectation on teachers' performance in the New Zealand ITP sector (Messman, Mulder, & Gruber, 2010) and a reported correlation between quality vocational provision and teaching competence (Guthrie, 2010), there is limited research on how best to support novice ITP teachers to learn to teach.

    Learning To Teach In The NZ ITP Sector: Lessons From Literature · 2020 · DOI

  • Originality/value This study is novel as it demonstrates the development of AST, a leadership skills training, tailored to suit the needs of an understudied group, supervisors in low-skilled occupations.

    Supervisory skills training for the neglected supervisors: development and preliminary evaluation of an autonomy-supportive programme · 2019 · DOI

  • We invite readers to reflect on the perspectives given in relation to different institutions mission statements around teaching and learning, and consider if the focus on developing methods for measuring learning gain is premature, given the lack of consensus regarding the nature of the learning to be measured.

    Pain, gain – mission · 2017 · DOI

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136 open questions have been extracted from the limitations and future-work passages of 4,419 Higher Education Learning Practices 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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