Open research questions in Innovative Education and Learning Practices

What the literature leaves open

• Examining the impact of emerging neurotechnologies on youth development, - Investigating the effects of digital surveillance on developmental pathways

  Youth development under digital surveillance: challenges, opportunities, and future directions · 2026 · DOI

• Award-winning teachers experience multiple role tensions, including undervaluation of facilitation and limited institutional support. Facilitators face challenges in promoting student autonomy and self-directed learning. The study identifies the challenge of balancing research and facilitation responsibilities.

  From role tension to resilience: Unveiling role identity of award-winning teachers in problem- and project-based learning facilitation · 2026 · DOI

• The complexity of interprofessional interdependence may feel like a threat to developing professional identity. The need for intentional scaffolding and support for students in developing their professional identity. The risk of losing sight of core expectations of physician responsibilities.

  Refracting identity: Scaffolding professional identity formation across the continuum · 2026 · DOI

• The traditional approach to professional identity formation has been uniprofessional, with a lack of recognition of the importance of interprofessional identity. There is a need for intentional scaffolding and support for students in developing their professional identity.

  Refracting identity: Scaffolding professional identity formation across the continuum · 2026 · DOI

• Ongoing professional development, - Collaborative institutional culture that values facilitation alongside research

  From role tension to resilience: Unveiling role identity of award-winning teachers in problem- and project-based learning facilitation · 2026 · DOI

• This paper shares these concerns and takes a genealogical look at TPA to argue that simply adding a dimensionality of emotion to cater for the contingencies of emotion and/or affect is insufficient to recuperate this lacuna in TPA.

  Making room for ‘feelings’: what's at stake for the theory of practice architectures? · 2026 · DOI

• Competency-based reform of technology teacher education requires methods that translate design knowledge into professional capability, yet controlled classroom evidence from Central Asia remains scarce.

  Developing pre-service technology teachers' garment-design competencies through an integrative “design technology, case study, easy design” methodology: a multi-site quasi-experimental study from Uzbekistan · 2026 · DOI

• Abstract Transitions from school to apprenticeship represent a critical stage in vocational education and training (VET), yet little is known about how vocational teachers prepare students for this shift.

  From classroom to apprenticeship: vocational teachers’ pedagogical approaches to apprenticeship preparation in three vocational fields in Norway · 2026 · DOI

• The limited evidence on effective paramedic practice education necessitates a novel or new examination of unique learning methods, emphasising the need to establish effective learning relationships between mentors and learners to enhance professional respect and support achieving learning outcomes.

  “This is how I'm going to do it, but this is not how you're going to do it”: the expectation gap between student paramedics and mentors in East and Central Scotland · 2024 · DOI

• Research consistently shows that the quality of WBL is uneven, with some students encountering workplaces characterised by meaningful tasks and supervisory investment, while others report repetitive duties or limited guidance. There is a need to examine how students experiencing difficulties in WBL participation describe support and marginalisation during WBL.

  Breaking or Bridging the Support Chain: Understanding Preparation, Supervision, Task Design, and Conditions in Work-Based Learning · 2026 · DOI

• There is a gap in the literature on the neurological and cognitive substrates of trainee depletion. There is a gap in the literature on the application of cognitive load theory to relational professional skill development.

  Significance of Repetitive Learning Exhaustion Among Students · 2026 · DOI

• There is a lack of research on the misalignments between teachers' implementation of curriculum material and its intended learning goals. The study aims to fill this gap by investigating the misalignments in the context of early childhood educator training in Germany.

  All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany · 2026 · DOI

• Before discussing the results of our study, some of the most central limitations to the study’s research’s design and scope have to be pointed out. The open-ended assignment for the participants to record the respective lessons in which they covered the conceptual understanding of quantity caused two challenges: First, because the implementation was not mandatory, four participants omitted “How many?”. The participants’ decisions were not necessarily due to content-related reasons but often based on personal preferences and sometimes because they did not review all curriculum material provided. Although this is an interesting observation, this study's scope did not permit to further examine their reasoning. Only four participants implemented the learning activity and their implementations’ alignment with the intended learning goals varied greatly. While analyzing and comparing distinct cases is valuable to gain deeper insight into teachers' use of curriculum material, the study's small and diverse sample does not capture all possible variations and does not allow to generalize the results. Next, the amount of available data varied between the participants. In some cases, this was due to some technical difficulties with the lesson recordings. For example, Mona and Patricia recorded their first lessons without sound because the external microphones were not properly connected to the video recorder. Mona luckily was able to repeat the recording with another one of her classes. Patricia, however, had no such opportunity. Because of this there was only a lesson recording of 20 minutes available to analyze in Patricia’s case. However, these 20 minutes showed Patricia's enactment of the learning activity “How many?”. While some technical difficulties would have been avoided if we had recorded the lessons ourselves, we wanted the Richter & Bruns / International Electronic Journal of Mathematics Education, 20(2), em0883 11 / 15 teachers (and the students) to act as naturally as possible given the circumstances. We deemed that our presence would impede this more than if the teachers recorded themselves. DISCUSSION Fidelity of implementation is a key factor for successfully delivering educational innovation through curriculum material (Century & Cassata, 2016). Thus, it is important to understand how and why or why not teachers implement curriculum material appropriate to its desired outcomes when they design their lessons (e.g., Century & Cassata, 2016; Cobb & Jackson, 2015; Coburn, 2003; Maass et al., 2019; Morris & Hiebert, 2011). The aim of this study was to investigate potential origins of (mis)alignments between teachers’ classroom implementation and the intended learning goals of curriculum material.

  All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany · 2026 · DOI

• There is a gap in understanding the human dimensions of learning resource development, particularly how developers experience their roles, responsibilities, and professional practices within the educational system. Existing policies and guidelines primarily emphasize technical procedures and standards in learning resource development, but do not adequately describe the lived experiences, cognitive processes, emotional engagement, and professional realities of individuals involved in resource development.

  Dynamics and fulfillment of learning resource development: A phenomenological study · 2026 · DOI

• Based on the findings and conclusions of the study, the following recommendations are proposed: 1. Educational institutions and school leaders may strengthen support systems that provide clear guidelines, collaborative opportunities, and efficient workflows for learning resource developers. 2. School administrators and policymakers may promote supportive and creative environments that encourage collaboration, reflective practice, and professional engagement among learning resource developers. 3. Curriculum developers and education policymakers may review and enhance policies to ensure responsiveness to the experiences and professional needs of learning resource developers. 4. Teacher education programs and professional development providers may implement training programs focusing on instructional design, reflective practice, creativity, and professional growth. 5. Schools and educational divisions may establish collaborative communities of practice to encourage knowledge sharing, peer support, and continuous improvement in instructional material development. 6. Educational institutions may implement developmental support programs that include mentoring, professional development workshops, and recognition initiatives to sustain the growth and well-being of learning resource developers. REFERENCES Abraham, D., & Padmakumari, P. (2024). A methodological framework for descriptive phenomenological research. Western Journal of Nursing Research, 47(2), 125–134. https://doi.org/10.1177/01939459241308071 Ainin, M. J. D., & Bauyot, M. M. (2024). Quantifying the impact of teachers instructional practice and ICT technology integration on teachers’ readiness level in the 21 st century. International Journal of Research Publications, 149(1). https://doi.org/10.47119/ijrp1001491520246521 Báez-Bargellini, G., & Meneses, A. (2023). Multiliteracidad en la asignatura de Lenguaje. Ocnos Revista De Estudios Sobre Lectura, 22(2). https://doi.org/10.18239/ocnos_2023.22.2.346 Chang, C., & Wang, Y.-H. (2021). Using phenomenological methodology with thematic analysis to examine and reflect in MOOCs. Education Sciences, 11(5), 203. instructors’ experiences commonalities of on https://doi.org/10.3390/educsci11050203 Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. Valle & M. King (Eds.), Existential phenomenological alternatives for psychology (pp. 48–71). Oxford University Press. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. 521 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) Crowther, S., & Thomson, G. (2020). From description to interpretive leap: Using philosophical notions to unpack and surface meaning in hermeneutic phenomenology research. International Journal of Qualitative Methods, 19.

  Dynamics and fulfillment of learning resource development: A phenomenological study · 2026 · DOI

• Future research could further examine the empirical structure of hybridization in different contexts. The study suggests the need for additional research on the implications of ontological hybridization for everyday life.

  Asymmetric ontological hybridization: a sociological snapshot of a local student community · 2026 · DOI

• The paper identifies a gap in understanding the interpenetration of the digital and physical in everyday life. The study highlights the need for an exploratory operationalization of ontological hybridization of everyday life.

  Asymmetric ontological hybridization: a sociological snapshot of a local student community · 2026 · DOI

• There is a gap in cultural-historical research on remote learning. The study aims to fill this gap by investigating remote learning at a private university in Lebanon.

  Navigating digitally mediated educational environments in crisis situations through an adapted Cultural-Historical Activity Theory framework · 2026 · DOI

• 2 Future research To develop knowledge on remote learning through the CHAT framework, the sugges- tions below can be considered in future research: • • Investigate the role of Extended Space: Future research should examine how both physical and digital spaces affect the learning experience, including students’ interactions, their involvement in classes and knowledge creation. • Develop Guidelines for Hybrid Learning: Based on empirical findings, future studies should focus on creating clear, evidence-based guidelines for implementing and optimizing hybrid, learning models, ensuring they cater to diverse learner needs. Discover Education (2026) 5:485 Page 31 of 35 One possible limitation of this study would be the uneven empirical visibility of certain components of the activity system; particularly “Division of Labor”.

  Navigating digitally mediated educational environments in crisis situations through an adapted Cultural-Historical Activity Theory framework · 2026 · DOI

• the limited research does not imply unimportance, but rather EOP's status as a minor ESP branch, - existing reviews either narrow their scope to specific English skills or exclude authoritative databases, - the analysis was limited to one textbook without examining pedagogical impact

  Mapping Research on English for Occupational Purposes in Higher Education: Trends and Challenges (2015–2024) · 2026 · DOI

• further research on EOP resource development and effectiveness is needed, - a shift from linguistic-oriented to communication oriented in authentic contexts was encouraged but required further exploration, - scalability of oral assessment aligned with CEFR was not examined

  Mapping Research on English for Occupational Purposes in Higher Education: Trends and Challenges (2015–2024) · 2026 · DOI

• The lack of understanding of how informal education knowledge is used in professional situations. The need to investigate the sharing of intentions in professional situations.

  Educação para o trabalho: indícios de compartilhamento de intenções para o exercício profissional · 2026 · DOI

• Persistent disparities in connectivity and device provision. Inequalities associated with background and school environment. The need for equitable access to digital platforms and virtual mentoring opportunities.

  Beyond Access: Ensuring Equity in Digital Placements for Pre-Service Teachers’ Work-Integrated Learning · 2026 · DOI

• The gap between access to digital technologies and meaningful participation in digital WIL environments. The need for a broader understanding of the factors that shape students' experiences in digital placements.

  Beyond Access: Ensuring Equity in Digital Placements for Pre-Service Teachers’ Work-Integrated Learning · 2026 · DOI

• The paper identifies a gap in the current approaches to organizational learning, which are often instrumental and linear. The study suggests that a relational-responsive process-oriented approach is needed to co-create learning in organizations.

  Situated Dialogic Action Research as an Approach to Organizational Learning “from within” Dialogical Process · 2026 · DOI

Most-cited papers in Innovative Education and Learning Practices

• Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice · Field Methods · 2005 · 2,188 citations
• On Two Metaphors for Learning and the Dangers of Choosing Just One · Educational Researcher · 1998 · 2,074 citations
• Informal learning in the workplace · Studies in Continuing Education · 2004 · 1,694 citations
• Linking Ways of Knowing with Ways of Being Practical · Curriculum Inquiry · 1977 · 1,626 citations
• Non‐formal learning and tacit knowledge in professional work · British Journal of Educational Psychology · 2000 · 1,312 citations
• The Nature of Learning · Educational research and innovation · 2010 · 1,133 citations
• Studies of expansive learning: Foundations, findings and future challenges · Educational Research Review · 2010 · 1,097 citations
• Activity theory as a framework for analyzing and redesigning work · Ergonomics · 2000 · 862 citations
• Perspectives into learning at the workplace · Educational Research Review · 2008 · 781 citations
• Reframing Professional Development Through Understanding Authentic Professional Learning · Review of Educational Research · 2009 · 747 citations

Most recent work

• Relational pedagogies in an age of GenAI: a critical conversation · Teaching in Higher Education · 2026
• Four-dimensional instructional design as a framework for immersive learning to advance inclusive education (SDG 4) · International Journal of Sustainability in Higher Education · 2026
• Situated learning and the problem of scientific inference · Frontiers in Education · 2026
• Deep learning ensemble strategies in Outcome-Based Education (OBE): The influence of ideology and politics on vocational training · Acta Psychologica · 2026
• From role tension to resilience: Unveiling role identity of award-winning teachers in problem- and project-based learning facilitation · Teaching and Teacher Education · 2026
• Building impactful and inclusive TVET ecosystems: a multiple-case study of challenges and co-designed actions in post-compulsory learning · Education + Training · 2026
• What’s in a hyphen? Insights from the field on co-production as methodology · Social & Cultural Geography · 2026
• Constructing vocational educators’ practices: a narrative and ethnographic study · Journal of Vocational Education and Training · 2026
• Workplace Experience Learning at the Pre-Tertiary TVET Level in Ghana: A Phenomenological Study · SAGE Open · 2026
• Self and world: learning with RippleWork · Qualitative Research Journal · 2026

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