Science AI Journal
Decision Sciences · Research topic

Open research questions in Interdisciplinary Research and Collaboration

179 unresolved questions extracted from the limitations and future-work sections of 2,134 Interdisciplinary Research and Collaboration papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • further research could investigate the actual content knowledge of pre-service science teachers, - further research could compare the results to a control group, - further research could explore the effectiveness of the questionnaire in different contexts

    Self-Rated Content Knowledge for Interdisciplinary Science Teaching: An Instrument and Perceptions of Disciplinarily Educated Pre-Service Science Teachers · 2026 · DOI

  • The education of science teachers in Germany is still mainly structured disciplinarily, while interdisciplinary science education is increasingly important. There is a lack of instruments for measuring self-rated content knowledge for interdisciplinary science teaching.

    Self-Rated Content Knowledge for Interdisciplinary Science Teaching: An Instrument and Perceptions of Disciplinarily Educated Pre-Service Science Teachers · 2026 · DOI

  • Interdisciplinary collaboration is vital for fostering interdisciplinary thinking, but group formation and team composition can be challenging. Initial communication difficulties and hesitation in sharing ideas can occur among PSTs from different disciplinary backgrounds. The study identifies the need to consider these challenges in future implementations of the STEM-DTaM model.

    Interdisciplinary Thinking in STEM Education: Insights from Implementing the STEM-DTaM Model with Preservice Teachers · 2026 · DOI

  • The study of how STEM education facilitates the development of interdisciplinary thinking remains underexplored. There is a need to understand how STEM education promotes interdisciplinary thinking among preservice teachers. The mechanisms through which STEM education fosters interdisciplinary thinking are not well understood.

    Interdisciplinary Thinking in STEM Education: Insights from Implementing the STEM-DTaM Model with Preservice Teachers · 2026 · DOI

  • The paper identifies challenges related to disciplinary cultural gaps and unclear role expectations in collaborative learning design teams. It highlights the importance of managing workloads and time pressures in such teams. The study notes that collaboration can be hindered by limited digital fluency and varying levels of teaching experience among team members.

    Can online learning design be truly collaborative in higher education? Insights from educators and digital learning professionals · 2026 · DOI

  • 's article "Filling the Network Gap in Research Ethics: Analyzing Ethical Issues at Scale in Big Team Science" aims to provide analysis of ethics at the level of scientific teams.

    Mapping the Scientific Mesolevel: Where Are We Aiming? · 2026 · DOI

  • , how researchers, students, academic and extra-academic actors can develop their capacity for transdisciplinarity, is under-researched.

    U-shaped learning: a new model for transdisciplinary education · 2025 · DOI

  • Despite growing interest in transdisciplinary methods, their effectiveness remains under-researched, mainly due to a lack of standardized instruments to measure their contribution to knowledge integration.

    Evaluating transdisciplinary methods: a new scale for measuring knowledge integration · 2025 · DOI

  • Insights into the interdisciplinary response to scientific collaboration remain scarce in interdisciplinary fields.

    Effect of Scientific Collaboration on Interdisciplinarity in Climate Change From a Scientometric Perspective · 2024 · DOI

  • The lack of integration between when science teams encounter key challenges and how they navigate them. The need for a framework that accounts for what teams do, when, and how key processes unfold.

    Process makes perfect: mapping science team behavior across phases · 2026 · DOI

  • There is a lack of a targeted evaluation system for LLMs in TCMI. Existing evaluation systems are not tailored to the characteristics of TCMI.

    TCMI-F-6D benchmark construction and quantitative assessment of interdisciplinary foundational competencies in traditional Chinese medicine informatics using large language models · 2026 · DOI

  • Acc∆ peak Future research will focus on real-world TCMI applications and professional knowledge in traditional Chinese medicine, while extending the assessment from foundational interdisciplin- ary competency to practical task validation.

    TCMI-F-6D benchmark construction and quantitative assessment of interdisciplinary foundational competencies in traditional Chinese medicine informatics using large language models · 2026 · DOI

  • Future research can test the application of the Collaborative Guideposts in various team settings. Further studies can evaluate the effectiveness of the Guideposts.

    Rethinking team science metrics through Collaborative Guideposts · 2026 · DOI

  • The traditional and prevalent discipline-based science education system may hinder students' ability to make connections among different fields. There is a need for effective interdisciplinary learning assessments in science education.

    Advancing Interdisciplinary Science Education: Validating the Interdisciplinary Science Assessment of Carbon Cycling II Through Internal Structure and External Factors · 2026 · DOI

  • The gap in existing research lies in understanding the dynamic interplay between context, formats, and methods. The study identifies a need for a novel analytical framework for designing context-sensitive transdisciplinary research. The research gap is characterized by a lack of understanding of the junctions where contextual conditions meet formats and methods.

    Navigating four junctions: a framework to design context- and format-sensitive transdisciplinary research · 2026 · DOI

  • This framework, while grounded in empirical material, remains a first step toward systematising the relationship between context and formats as well as methods. It does not exhaust all possible junctions or interactions. The junctions were derived from a specific dataset, focusing on selected case studies and workshop reflections. While the dataset includes several project examples, each project was only represented by one interviewee. Because context is coconstructed and can be experienced differently by different project partners, especially in North-South collaborations, this lens may have obscured alternative perceptions of the same junctions. As such, they do not capture all possible interactions between context as well as formats and methods in TDR. Future research could further refine this framework by broadening the interview base within projects to include multiple voices as well as testing it across a broader range of case studies and methods, incorporating longitudinal analyses to examine how junctions evolve over time.

    Navigating four junctions: a framework to design context- and format-sensitive transdisciplinary research · 2026 · DOI

  • Future research should continue to develop and refine the guidelines for interdisciplinary studies. Future research should explore the effectiveness of the guidelines in supporting interdisciplinary faculty. Future research should investigate the impact of joint appointments on interdisciplinary research and teaching.

    Issues in Interdisciplinary Studies · 2026 · DOI

  • Communication and functional challenges within a complex team of collaborators. The lack of enthusiasm or understanding of research concepts among students.

    Students’ Experiences of Learning Research Methods in an Interdisciplinary Project-Based Multi-Stakeholder Collaboration · 2026 · DOI

  • The lack of enthusiasm or understanding of research concepts among students. The need for approaches that offer beneficial and rewarding learning opportunities to students.

    Students’ Experiences of Learning Research Methods in an Interdisciplinary Project-Based Multi-Stakeholder Collaboration · 2026 · DOI

  • The lack of a systematic analytical framework for MITT approaches is a significant gap. The current discipline-based curriculum has limitations in addressing complex real-world problems.

    Disciplinary Integration in Teaching: The Necessity of Systematic Evaluation Tools · 2026 · DOI

  • Further exploration of the concept of 'spontaneous' transdisciplinarity. Investigation of the application of the 'STIAS ethos' in other research institutions. Analysis of the impact of 'spontaneous' transdisciplinarity on addressing complex challenges facing science and society.

    ‘Spontaneous’ transdisciplinarity: Reflections on the Stellenbosch Institute for Advanced Study experience · 2026 · DOI

  • The lack of understanding of the nature and function of institutes for advanced study. The need for research institutions to be self-critical and constantly review their alignment with their core mission.

    ‘Spontaneous’ transdisciplinarity: Reflections on the Stellenbosch Institute for Advanced Study experience · 2026 · DOI

  • The need for a focus on the academic department as the key unit of sustainable change in undergraduate STEM education reform.

    PULSE: A Distinct and Necessary Leader in Undergraduate STEM Education Reform · 2026 · DOI

  • The paper suggests that future research should focus on the development of attentive collaboration as a research praxis. The authors imply that researchers should explore the importance of relational qualities necessary for just responses to crisis.

    Living the Lab: Rethinking Collaborative Practices in Living Lab Contexts Amid Polycrisis · 2026 · DOI

  • The paper identifies a gap in the prioritization of productivity and scalability in living labs. The authors argue that living labs must cultivate attentiveness to the complexity of issues and the relationships necessary for responding care-fully.

    Living the Lab: Rethinking Collaborative Practices in Living Lab Contexts Amid Polycrisis · 2026 · DOI

Most-cited papers in Interdisciplinary Research and Collaboration

Most recent work

Find a gap in your own Interdisciplinary Research and Collaboration sub-topic

This page shows what the Interdisciplinary Research and Collaboration literature already flags as unresolved. To narrow it to your specific question, run the guided finder — it searches the gap library on demand and checks candidates against 250M+ OpenAlex works.

Open the Research Gap Finder →

Related topics in Decision Sciences

Psychometric Methodologies and Testing
1,430 open questions
scientometrics and bibliometrics research
1,033 open questions
Evaluation and Performance Assessment
730 open questions
Technology Adoption and User Behaviour
537 open questions
Decision-Making and Behavioral Economics
484 open questions
Ethics in Business and Education
403 open questions
Meta-analysis and systematic reviews
313 open questions
Construction Project Management and Performance
301 open questions
179 open questions have been extracted from the limitations and future-work passages of 2,134 Interdisciplinary Research and Collaboration papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

Tools for your next paper

Gaps & Literature SearchFind open questions in any field — 120,000+ open gaps mined from our own library.Pre-CheckIs your paper ready? A Tier 1–5 acceptance probability in seconds.Journal FinderA ranked shortlist of target journals from a 17,500-venue index.Duplicate Publication CheckerCheck prior-publication & salami-slicing risk across 8 sources.Citation GeneratorFreeA DOI or title → APA, MLA, Vancouver, Chicago, BibTeX, RIS. No signup.Graphical Abstract MakerFreeTurn your findings into a colorblind-safe graphical abstract.

Compare the category — Honest roundups of the AI research tools, ours listed alongside the alternatives.

Command palette

Jump anywhere, run any action.