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Open research questions in Higher Education Practises and Engagement

771 gap statements mined from Higher Education Practises and Engagement papers in our 7.9M-paper local library, which holds 10,489 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

  • One challenge identified is the risk associated with student involvement in the process, including the potential impact on the content of the review and the time taken to conduct meetings. Another challenge is the need to navigate differences of opinion amongst staff regarding the likely practical impact of student involvement.

    Exploring Staff–Student Partnership in Curriculum Design · 2024 · DOI

  • However, little is known about how students experience and navigate co-creation partnerships.

    How Medical Students Negotiate Their Roles in the Figured World of Curriculum Co-Creation: A Longitudinal Qualitative Study · 2026 · DOI

  • Sense of belonging (SoB) may support participation and engagement in online distance learning (ODL), yet little is known about how postgraduate health professions learners understand and experience it.

    How do postgraduate online distance learners understand ‘sense of belonging’ and why it matters: a qualitative study · 2026 · DOI

  • Differences in cohort characteristics and examination content may have influenced examination results, and outcomes were limited to a single course and short-term measures. Future research employing longitudinal or controlled designs and assessment strategies aligned with co-creation competencies is warranted learning processes, professional development, and transferability across educational contexts.

    EVALUATING AN INNOVATIVE CO-CREATION MODEL FOR TEACHING AND LEARNING IN COMMUNITY MEDICINE · 2026 · DOI

  • This study has several limitations related to sampling and participant sampling approach was used, and data saturation may therefore not have been achieved, which may have limited the breadth of perspectives captured.

    Co-creating learning: A qualitative exploration of physiotherapy clinical education · 2026 · DOI

  • The lack of a data-informed approach in alumni relations offices. The need for a replicable framework for ‘managing up’ within higher education institutions.

    We cannot do what we cannot track: Transforming alumni relations through data governance and return on investment measurement · 2026 · DOI

  • The lack of agreement about what belonging fundamentally comprises. The need to develop effective approaches to developing student belonging in practice.

    Belonging, Defined: A Delphi Consensus on What Matters in Higher Education · 2026 · DOI

  • Future research could explore the applicability of the consensus-derived framework in different socio-cultural contexts. Further studies could investigate the relationship between the identified descriptors and student outcomes, such as academic motivation, engagement, retention, and performance.

    Belonging, Defined: A Delphi Consensus on What Matters in Higher Education · 2026 · DOI

  • There is a lack of methodological rigour in the field of co-creation in higher education. There are regional imbalances in the field of co-creation in higher education. The paper highlights the need for further research on co-creation in higher education, particularly in the context of digitalisation.

    Co-Creation in Higher Education: A Systematic Review of the Missed Opportunity for Educator Development · 2026 · DOI

  • This review has several limitations inherent to the systematic review process. First, our search was restricted to peer-reviewed articles published in English, which may have excluded relevant studies from the grey literature or in other languages, potentially reinforcing the Euro-centric bias we identified.

    Co-Creation in Higher Education: A Systematic Review of the Missed Opportunity for Educator Development · 2026 · DOI

  • Limited time and heavy workloads are ongoing challenges for teachers. Teachers may struggle to implement new teaching practices despite receiving training and support.

    PEER TUTORING AMONG UNIVERSITY FACULTY IN HIGHER EDUCATION: AN INTEGRATED APPROACH TO COLLABORATIVE LEARNING · 2026 · DOI

  • The rapid emergence of GenAI has created a persistent disconnect between institutional policy and practice. Students and staff are navigating rapid technological change with underdeveloped institutional regulatory frameworks. The study identifies targetable design needs for ethical AI literacy.

    Co-Designing For Integrity: A Student Partnership Approach to Developing Ethical AI Literacy Resources in Higher Education · 2026 · DOI

  • The study highlights the need for further research on the effectiveness of these practices in promoting student engagement.

    Knowing your learners: Strategic inclusive educational practices for creative students’ transitioning to higher education · 2026 · DOI

  • The impact of the PASS Leadership module on PASS Leaders and first year students is not well understood. The effects of changes to the module on PASS Leaders and first year students are not well understood.

    The Peer Assisted Student Support (PASS) Leadership module assisting first year students’ transition to higher education at Technological University of the Shannon · 2026 · DOI

  • Further studies should investigate the impact of Education 4.0 on student outcomes. Research should explore the challenges and opportunities of implementing Education 4.0 in developing countries. Studies should examine the role of educators in promoting Education 4.0 in different contexts.

    Higher Education Pedagogy in Promoting Education 4.0 · 2026 · DOI

  • The need for alternative educational models that foster student agency. The lack of understanding of how student agency is fostered in decentralised education.

    School in the Cloud – unlimited agency? The student’s experience in decentralised education as a pedagogical alternative · 2026 · DOI

  • Future research could explore the use of educommunicational capsules in other educational contexts. Future research could also investigate the long-term impact of the capsules on student learning outcomes.

    Cápsulas educomunicacionales como estrategia de microlearning en educación superior · 2026 · DOI

  • The study aims to address this gap by evaluating the effectiveness of the capsules.

    Cápsulas educomunicacionales como estrategia de microlearning en educación superior · 2026 · DOI

  • Future research could investigate the long-term effects of student involvement in PLCs. Future research could explore the impact of student voice on educational outcomes.

    Student voice in Professional Learning Communities: The question of student agency · 2026 · DOI

  • The lack of attention to the importance of holistic development in research projects. The need for more collaborative and interdisciplinary approaches to digital humanities research.

    From a Feminist Ethic of Care to a Total Learning Experience: Co-creating Knowledge with Student Researchers on the AdArchive Project · 2026 · DOI

  • The pandemic posed challenges for doctoral students, including the need for online collaborative spaces. The authors faced difficulties in establishing a writing group due to limited availability. The authors had to navigate the challenges of working remotely on a PhD.

    Strategies to Develop Relatedness within a Graduate Writing Group · 2026 · DOI

  • Less attention has been paid to how students and educators themselves conceptualise learning, their roles within this process, and what this means for engagement in workplace-based settings.

    Co-creating learning: A qualitative exploration of physiotherapy clinical education · 2026 · DOI

  • The study had a limited reach among the intended audience due to an opt-in delivery model. The paper does not provide a comprehensive evaluation of the long-term effectiveness of the co-designed resources.

    Co-Designing For Integrity: A Student Partnership Approach to Developing Ethical AI Literacy Resources in Higher Education · 2026 · DOI

  • The changes to the module are intertwined and not independent of each other. The completion rates for the module did not increase and instead dropped further.

    The Peer Assisted Student Support (PASS) Leadership module assisting first year students’ transition to higher education at Technological University of the Shannon · 2026 · DOI

  • Further research on the application of feminist ethics of care to digital humanities projects. Further research on the impact of collaborative and interdisciplinary approaches on undergraduate researchers' learning experiences.

    From a Feminist Ethic of Care to a Total Learning Experience: Co-creating Knowledge with Student Researchers on the AdArchive Project · 2026 · DOI

Most-cited papers in Higher Education Practises and Engagement

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Open questions raised by papers listed on this page include: (1) Little is known about how students experience and navigate co-creation partnerships (“How Medical Students Negotiate Their Roles in the Figured World of Curriculum…”, 2026); (2) Sense of belonging (SoB) may support participation and engagement in online distance learning (ODL), yet little is known about how postgraduate health professions learners understand and experience it (“How do postgraduate online distance learners understand ‘sense of belonging’…”, 2026); (3) Future research employing longitudinal or controlled designs and assessment strategies aligned with co-creation competencies is warranted learning processes, professional development, and transferability across educational contexts (“EVALUATING AN INNOVATIVE CO-CREATION MODEL FOR TEACHING AND LEARNING IN…”, 2026); (4) The lack of a data-informed approach in alumni relations offices (“We cannot do what we cannot track: Transforming alumni relations through data…”, 2026); (5) The lack of agreement about what belonging fundamentally comprises (“Belonging, Defined: A Delphi Consensus on What Matters in Higher Education”, 2026). 771 gap statements have been mined from Higher Education Practises and Engagement papers in our 7.9M-paper local library, which holds 10,489 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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