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Open research questions in Higher Education Learning Practices

480 unresolved questions extracted from the limitations and future-work sections of 4,556 Higher Education Learning Practices papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • the study was not pre-registered, - the sample size was limited to 80 participants

    Striking the Balance: How Variability Shapes Retrieval Practice and Worked Examples for Transfer Learning · 2026 · DOI

  • investigating the effects of variability on retrieval practice and worked examples in different instructional contexts, - examining the role of scaffolding in supporting learners' understanding of rule structure

    Striking the Balance: How Variability Shapes Retrieval Practice and Worked Examples for Transfer Learning · 2026 · DOI

  • The study identifies a gap in understanding the impact of a new competency-based curriculum on vocational senior high school teachers' teaching identity and transformation. It also highlights the need to explore the relationship between teachers' competency-oriented teaching, teaching identity, and teaching transformation.

    A study on Taiwan’s vocational senior high school teachers’ teaching identity and teaching transformation when facing a new competency-based curriculum · 2024 · DOI

  • The study identifies a gap in the understanding of the relationship between transformational leadership and facilitators' commitment to CBE implementation. 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

  • Adult educators face various needs that must be constantly coordinated. Adult educators must apply different learning methods to respond to the heterogeneity and diversity in the group.

    AN ASPECT OF HUNGARIAN AND SERBIAN ADULT EDUCATION · 2026 · DOI

  • There is a lack of clarity regarding the precise profile of adult educators and their particular behaviours. The paper aims to address this gap by examining the activities, competences, and related professionalism of adult educators.

    AN ASPECT OF HUNGARIAN AND SERBIAN ADULT EDUCATION · 2026 · DOI

  • The implementation of learning outcomes often remains formal rather than transformative. There is a need for a framework that integrates cognitive demand with authentic application contexts.

    Writing Effective Learning Outcomes: Bridging Research and Classroom Practice · 2026 · DOI

  • Distribution constraints. Insufficient training, support, and time. The need for contextually relevant guidance that respects local educational realities.

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

  • The study does not provide a comprehensive analysis of the resource book's effectiveness. The study's sample size is limited to 12 education professionals.

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

  • Teachers need to demonstrate effective classroom management, integrate educational technologies, and establish interdisciplinary connections. The 21st century is a period of rapid increase in access to information and technological change. Pre-service teachers need to develop their learner skills to enhance their teacher skills.

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

  • There is a need to examine the predictive effect of pre-service teachers' use of 21st-century learner skills on their use of teacher skills. The study aims to address this gap by investigating the relationship between learner and teacher skills.

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

  • There is a gap in understanding how to prepare paraprofessionals to become licensed teachers. Prior research has not fully addressed the needs of paraprofessionals in teacher preparation programs.

    Upcoming Learning to Be The Teacher · 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

  • The study recognizes the challenge of developing certification systems that incorporate digital competence. The study implies that international cooperation is a challenge in improving the certification system. The study suggests that the lack of previous large-scale quantitative data on international certification preparedness is a challenge.

    Certification of pedagogical staff in Ukraine: An empirical analysis of determinants and international cooperation perspectives · 2026 · DOI

  • The study suggests that future research should focus on the development of certification systems that incorporate digital competence. The study implies that future research should examine the impact of international cooperation on the certification system. The study suggests that future research should investigate the factors that affect preparedness for certification in other countries.

    Certification of pedagogical staff in Ukraine: An empirical analysis of determinants and international cooperation perspectives · 2026 · DOI

  • The reliance on subjective measures for assessing training quality introduces potential biases. The study's explanatory power is limited by the omission of key variables, such as motivation. The study suggests integrating independent observations or a multi-perspective approach to address these limitations.

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

  • Future research should integrate independent observations or a multi-perspective approach to address the limitations of subjective measures. The study suggests including key variables, such as motivation, to provide a more comprehensive understanding of competence development.

    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

  • The current landscape in educational measurement includes lots of good tests designed under theories other than CbKST. There is a need for assessment tools that can accurately describe the skills mastered by a student.

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

  • Empirical research on organizational problems in implementing quality development within adult education organizations remains underrepresented. The German context of adult education lacks discourse on quality-related tensions.

    Smooth sailing or hidden struggles? · 2026 · DOI

  • Future research should investigate the effectiveness of IEPs for gifted learners in different educational settings. Future research should explore the impact of comprehensive identification and differentiated curriculum on IEP outcomes. Future research should examine the role of parental involvement in IEP development for gifted learners.

    Considerations in writing individualized educational plans for gifted learners · 2026 · DOI

  • There is a lack of comprehensive understanding of the complexities in IEP implementation for gifted learners. There is a need for identification of key considerations for effective IEPs. There is a gap in the literature regarding the application of IEPs to gifted learners.

    Considerations in writing individualized educational plans for gifted learners · 2026 · DOI

  • The double theory-practice gap is a challenge in VET teacher education. VET teacher students struggle to connect theoretical knowledge with practical demands of school teaching and company-based practice.

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

  • The book suggests that future priorities for quality assurance in Vietnamese higher education should emphasize sustainability of policies and practice, addressing internationalization, and responsiveness to stakeholder needs.

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

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480 open questions have been extracted from the limitations and future-work passages of 4,556 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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