Open research questions in Innovative Education and Learning Practices
382 gap statements mined from Innovative Education and Learning Practices papers in our 7.9M-paper local library, which holds 5,336 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
Further investigation and analysis are needed to understand the impact of SWA on students' experience. Future studies could explore the long-term effects of SWA on students' employability and sense of agency. Research could also examine the role of self-orientation in students' perceptions of SWA.
Bridging the Gap between Theoretical Learning and Practical Application: A Qualitative Study in the Italian Educational Context · 2024 · DOIThe study highlights the need for research on the dynamics that sustain partnerships. The research gap is in the area of interorganizational learning in district-university partnerships.
There is a need for situated and proactive learning contexts that support reflexivity in teachers' training. Prior work highlights the importance of collaborative activities and knowledge construction, but there is a gap in understanding how diaries can be used as a reflexive tool.
As the motivational mechanisms through which workplace practices activate employees’ informal field-based learning (IFBL) remain underexplored, this study aims to address this gap by examining how fun activities (FA) influence IFBL in hotel contexts.
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 · DOIThere 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.
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 · DOIBefore 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?”.
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 · DOIFuture 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 · DOIThe 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 · DOITo develop knowledge on remote learning through the CHAT framework, the suggestions 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.
Navigating digitally mediated educational environments in crisis situations through an adapted Cultural-Historical Activity Theory framework · 2026 · DOIThe limited research does not imply unimportance, but rather EOP’s status as a minor ESP branch (Koester, 2021). However, despite the growing workplace demand for English (Bui & Huong, 2023; Ho, 2020), research remains insufficient.
Mapping Research on English for Occupational Purposes in Higher Education: Trends and Challenges (2015–2024) · 2026 · DOIThe 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 · DOIThis chapter critically examines equity in digital work-integrated learning (WIL) placements for pre-service teachers, arguing that while access to digital technologies is necessary, it is insufficient to ensure equitable professional learning experiences.
Beyond Access: Ensuring Equity in Digital Placements for Pre-Service Teachers’ Work-Integrated Learning · 2026 · DOIThe 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 · DOIThe study highlights the need for further research on the use of Theory of Change in Action Research.
The current state of research on tutor training lacks a comprehensive understanding of the content, forms, and methods of tutor preparation. The increasing demand for individualized educational support for adult learners necessitates the development of new approaches to organizing adult learning.
Despite its longevity and popularity as an explanation of early teacher learning, the apprenticeship of observation has never been used to account for secondary-level programs intended to spark interest in the teaching profession; consequently, little is known about what is learned about teaching in these programs, or about the nature of the learning done by the high school student participating in such programs.
Understanding the Aspiring Educator: A Narrative (Re)examination of the Apprenticeship of Observation · 2026 · DOIIt highlights the need for further research on the conditions for realizing special support.
The paper identifies a gap in the understanding of how explicit teaching and differentiation can be combined. It notes that these approaches are often positioned as disparate pedagogical approaches. The paper seeks to address this gap by arguing for a harmonious entwinement of these approaches.
An efficacious pedagogical space: the power of differentiating through explicit teaching · 2026 · DOIThe study highlights the need for careful consideration of the potential limitations of video-based methods.
Capturing learning in context: videos as a research method in school learning environments · 2026 · DOIFuture studies could explore the use of video-based methods in different educational contexts. Future studies could investigate the potential of video-based methods for supporting teacher professional development. Future studies could examine the ethical implications of using video as a research method in educational settings.
Capturing learning in context: videos as a research method in school learning environments · 2026 · DOIThe study did not consider ethical approval despite the inclusion of human participants. The sample size was limited to 63 high school students. The study used a convenience sample and virtual snowball sampling, which may not be representative of the larger population.
Bridging the Gap between Theoretical Learning and Practical Application: A Qualitative Study in the Italian Educational Context · 2024 · DOIBased 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.
Investigating the long-term effects of district-university partnerships, - Examining the impact of mutualism on student…
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
- A framework for human-AI collaborative mentoring to develop interns' management skills: mentoring-enabled experiential learning theory · Total Quality Management & Business Excellence · 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
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