Open research questions in Innovative Teaching and Learning Methods

What the literature leaves open

• Exploring the interplay between classroom social environment, self-regulated learning, and self-efficacy in different educational contexts, - Investigating the impact of targeted classroom interventions on student motivation and regulatory capacities

  Unpacking the effect of classroom social environment on self-regulated learning in mathematical education: the mediation of self-efficacy · 2026 · DOI

• The underexplored role of self-efficacy in the context of mathematics education. The need to capture a diverse representation of students studying mathematics in different regions. The lack of understanding of the relationship between classroom social environment and self-regulated learning.

  Unpacking the effect of classroom social environment on self-regulated learning in mathematical education: the mediation of self-efficacy · 2026 · DOI

• pedagogical approaches that integrate textbooks more intentionally within broader resource systems, - supporting students’ agency and strategic resource selection in an era of digital abundance

  The role of the mathematics textbook in times of resource diversity · 2026 · DOI

• The lack of empirical evidence on the role of mathematics textbooks relative to other available resources. The limited understanding of how students select, use, and develop resources in their learning practices. The need for research on the connection between resource use inside and outside of class.

  The role of the mathematics textbook in times of resource diversity · 2026 · DOI

• Further research could explore the role of authority relations in other collaborative learning environments, - Investigate how authority relations and meaning negotiation vary across different tasks and contexts

  “No! Please, we are talking about…”: exploring meaning negotiation and authority relations during collaborative mathematics problem solving · 2026 · DOI

• There is a need to examine the dynamics and complexity of social interaction during collaborative mathematics problem solving. Prior work has focused on the role of each student during discussions, but there is a gap in understanding how authority relations and meaning negotiation are intertwined.

  “No! Please, we are talking about…”: exploring meaning negotiation and authority relations during collaborative mathematics problem solving · 2026 · DOI

• The study employed a convenience sampling approach. The number of students selecting the 'diverse' option for self-reported gender was too small to yield interpretable or reliable statistical estimates. Existing research on the use of GenAI tools in education often suffers from methodological limitations, theoretical inconsistencies, and a lack of experimental designs.

  Enhancing School Students’ Self-Regulated Learning through Generative AI Support: A Randomized Controlled Trial · 2026 · DOI

• Further research is needed to explore the potential of generative AI in providing personalized support for self-regulated learning. Future studies could investigate the effectiveness of GenAI-based interventions in different academic subjects and contexts. Research could also focus on developing more robust and reliable measures of self-regulated learning outcomes.

  Enhancing School Students’ Self-Regulated Learning through Generative AI Support: A Randomized Controlled Trial · 2026 · DOI

• One of the challenges is the question of whether the change is itself trait-like or if it succeeds in changing the trait versus something else. Another challenge is the potential for measurement artifacts produced by temporary emotional states. The paper also identifies the challenge of making sure that SRL interventions stick and continue to benefit students in the future.

  Integrating Insights from Volitional Personality Change Interventions to Improve Self-Regulated Learning · 2026 · DOI

• investigating the long-term effectiveness of social-emotional and cognitive skills interventions, - exploring the integration of insights from personality psychology into SRL interventions, - examining the question of whether personality change is itself trait-like or not, - studying the effects of VPC interventions on SRL skills

  Integrating Insights from Volitional Personality Change Interventions to Improve Self-Regulated Learning · 2026 · DOI

• Motivational and affective processes remain underrepresented, - Studies using integrated approaches mostly analyze different processes and data streams sequentially, - Aligning the temporality of data streams to capture their dynamic relationship with CAMM processes is rarely done

  Self-Regulated Learning, Multimodal Data, and Analysis Grid: Where Are We Now and Where Are We Going? · 2026 · DOI

• Investigating how multimodal data can be used to capture the dynamics of CAMM processes, - Examining how findings on CAMM processes can be used to effectively support SRL, - Exploring the use of generative AI in detecting, diagnosing, and acting on SRL

  Self-Regulated Learning, Multimodal Data, and Analysis Grid: Where Are We Now and Where Are We Going? · 2026 · DOI

• The study identifies the challenge of collecting fine-grained usage data in analog media. It highlights the need for person-centered approaches to model individual differences in student engagement. The study also mentions the challenge of identifying the optimal number of latent profiles in latent profile analysis.

  From Passive to Metacognitive: The Role of Mode of Engagement in Enabling Lasting Learning Using Digital Media · 2026 · DOI

• the study only examined secondary school students, - the study only looked at chemistry knowledge, - the study used a specific digital chemistry textbook, - the study had a limited sample size of 235 students

  From Passive to Metacognitive: The Role of Mode of Engagement in Enabling Lasting Learning Using Digital Media · 2026 · DOI

• Future research could investigate the effects of learning-by-teaching on other outcomes, such as creative problem-solving or critical thinking. Future research could explore the role of sense of power in other educational contexts, such as online learning or collaborative learning. Future research could examine the potential benefits and limitations of using learning-by-teaching in different subject areas or age groups.

  The Powerful Teacher: A Power Hypothesis for the Benefits of Learning-by-Teaching · 2026 · DOI

• The underlying mechanisms of learning-by-teaching are not fully understood. Prior research has not adequately addressed the role of sense of power in learning-by-teaching.

  The Powerful Teacher: A Power Hypothesis for the Benefits of Learning-by-Teaching · 2026 · DOI

• Interpreting associations as causal depends on meeting strong, often untestable assumptions. Previous research on SR has primarily focused on stable dispositional aspects and interindividual differences. The existing literature suggests that procrastination represents a fundamental failure of SR, but more research is needed.

  Executive Functions, Metacognition, Self-Regulation, and Self-Regulated Learning – What are We Talking About? A Review and Introduction of the EMERGE Model · 2026 · DOI

• Longitudinal, experimental, and hybrid designs to capture developmental and dynamic processes are needed. Investigating SR-related processes and outcomes at both levels of analysis, as well as examining whether and how interindividual differences moderate within-person dynamics, is necessary.

  Executive Functions, Metacognition, Self-Regulation, and Self-Regulated Learning – What are We Talking About? A Review and Introduction of the EMERGE Model · 2026 · DOI

• The study did not conduct formal measurement invariance testing. The sample size was limited to 302 ninth-grade students in Germany and 292 tenth-grade students in China. The study only examined the context of chemistry education.

  Investigating the Factors Influencing Collaborative Problem-Solving in Chemistry Education: A Cross-National Study of German and Chinese Students · 2026 · DOI

• Further research is needed to explore the differences and interactions of factors influencing CPS skills in other subjects. The study suggests the need for more research on the role of prior knowledge, cognitive ability, and motivation in enhancing CPS skills. Future studies could investigate the effectiveness of instructional strategies for fostering CPS skills in chemistry education.

  Investigating the Factors Influencing Collaborative Problem-Solving in Chemistry Education: A Cross-National Study of German and Chinese Students · 2026 · DOI

• The study identifies a gap in the understanding of how metacognitive skills are activated in students through problem-solving tasks and reflective prompts. The study highlights the need for further research on the role of reflective prompts in metacognitive development. The study suggests that prior studies have not fully explored the relationship between problem-solving tasks and metacognitive skills.

  From Problem-Solving to Reflection: Activating Diverse Metacognitive Skills in Mathematics · 2026 · DOI

• further investigation into the relationships between mathematical metacognition, learning strategies, and learning engagement, - examination of the impact of mathematical metacognition on other academic subjects

  Association of Mathematical Metacognition with High School Students’ Academic Achievement: A Chain-mediated Analysis of Learning Strategies and Engagement · 2026 · DOI

• The study identifies a gap in understanding the relationship between mathematical metacognition and mathematics academic achievement. Prior work has not fully examined the mediating role of learning engagement in this relationship.

  Association of Mathematical Metacognition with High School Students’ Academic Achievement: A Chain-mediated Analysis of Learning Strategies and Engagement · 2026 · DOI

• The relationship between metacognitive skills and performance is not fully understood. The hierarchical structure of metacognitive expressions in students' discussions during mathematical problem solving is not well-studied. The influence of teacher prompts on metacognitive utterances is not fully explored.

  Metacognitive Awareness Framework for Expressions on Mathematical Work (MAFEM) · 2026 · DOI

• Further clarification on how the findings extend or refine current understanding of shared monitoring and LLM-supported group metacognitive scaffolding

  Exploring Shared Monitoring in Large Language Model ( LLM )‐Supported Online Collaborative Problem Solving for High‐Cohesion and Low‐Cohesion Groups · 2026 · DOI

Most-cited papers in Innovative Teaching and Learning Methods

• Becoming a Self-Regulated Learner: An Overview · Theory Into Practice · 2002 · 5,098 citations
• The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes · Educational Psychologist · 2014 · 2,356 citations
• Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq) · Educational and Psychological Measurement · 1993 · 2,325 citations
• Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects · American Educational Research Journal · 2008 · 2,304 citations
• Self-Regulated Learning and Academic Achievement: An Overview · Educational Psychologist · 1990 · 2,154 citations
• A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students · Educational Psychology Review · 2004 · 2,094 citations
• A social cognitive view of self-regulated academic learning. · Journal of Educational Psychology · 1989 · 2,033 citations
• Feedback and Self-Regulated Learning: A Theoretical Synthesis · Review of Educational Research · 1995 · 2,002 citations
• Assessing Metacognitive Awareness · Contemporary Educational Psychology · 1994 · 1,910 citations
• An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning · Educational Researcher · 2009 · 1,735 citations

Most recent work

• L2 Selves, Control-Value Appraisals, and Engagement in AI-Supported Informal Digital Learning of English: An SEM and fsQCA Approach · Journal of Intelligence · 2026
• Generative artificial intelligence augments social interactivity and learning outcomes: Advancing the framework of a scaffolded human–GenAI shared agency · Computers & Education · 2026
• Cognitive offloading through digital tools and its relationship with critical thinking, task persistence, and learning depth · Frontiers in Psychology · 2026
• Analyzing embodied learning in classroom settings: A human-in-the-loop AI approach for multimodal learning analytics · Learning and Instruction · 2026
• Enhancing a large language model with a chain-of-metacognitive reasoning approach increases argumentative writing evaluation accuracy, student writing outcomes, and mental effort · Computers & Education · 2026
• The role of metacognitive awareness as mediator and moderator in the nexus between self-regulated learning and mathematics achievement · Cogent Education · 2026
• AI-supported higher-order thinking and EFL writing quality: A mechanism-focused study · Acta Psychologica · 2026
• Towards human-AI collaborative learning: synergizing self-regulation and artificial-intelligence literacy · Education and Information Technologies · 2026
• Executive Functions, Metacognition, Self-Regulation, and Self-Regulated Learning – What are We Talking About? A Review and Introduction of the EMERGE Model · Educational Psychology Review · 2026
• Promoting Interdisciplinary Learning With Generative AI Through Self‐Regulated Scaffolding · Journal of Computer Assisted Learning · 2026

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