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Open research questions in Reflective Practices in Education

250 gap statements mined from Reflective Practices in Education papers in our 7.9M-paper local library, which holds 4,461 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

  • The challenges include the lack of a settled curriculum for interdisciplinary AI courses. The challenges also include the instructor's disciplinary background lying elsewhere and the need to learn AI tools independently. The challenges are especially acute in courses where the instructor must adapt to new tools and technologies while teaching.

    Pedagogical resilience reconstruction in the AI era: a longitudinal reflexive thematic analysis of teacher reflective journals · 2026 · DOI

  • The lack of research on the use of reflection diaries to improve students' reflection skills in geography lessons using digital games. The need for a learning arrangement that enables in-depth reflections at different levels of reflection.

    Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons · 2024 · DOI

  • There is a need to enhance our understanding of STs' habitual ways of thinking, doing, and feeling in using videos to reflect collaboratively. The research gap also includes the lack of studies on the linguistic features of self-callouts and interpretation frames used by Student Teachers.

    Characterising Student Teachers’ Noticing Habits in Technology-Enhanced Dialogic Reflection · 2024 · DOI

  • There is a notable research gap regarding the application of coaching methodologies in undergraduate educational environments. The existing literature extensively examines coaching in various scenarios, but not specifically in undergraduate education. The gap is notable, given the unique characteristics of undergraduate students, such as background, age/maturity, resources availability, and population size.

    A Literature Review on Coaching Methods for Tutoring Students in Undergraduate Education · 2024 · DOI

  • The paper highlights the need to appreciate teacher education frameworks by considering the particular context's historical, cultural, and political characteristics. The study suggests that there is a lack of clear expectations and support for teacher educators in their academic scholarship.

    ‘If You Do Not Write, You Dry Up’: Tensions in Teacher Educator Research and Academic Writing · 2024 · DOI

  • Reflection is often assumed and underexplored in paramedic student literature.

    Student paramedics' experiences of reflection: A systematic integrative literature review · 2026 · DOI

  • While existing literature focuses on students' experiences, little is known about the experiences of teachers.

    Mobile Devices as an Instructional Tool to Promote Teachers’ Metacognition: Insights from Pakistani Teachers · 2024 · DOI

  • Future research should explore longitudinal outcomes, cross-cultural comparisons and scalable reflective interventions to maximize both emotional and cognitive growth. Despite increasing research, the integrative relationship between metacognitive reflective practices and emotional intelligence development in pre-service teachers remains underexplored, highlighting the need for continued investigation.

    METACOGNITIVE REFLECTIVE PRACTICES AND THE PSYCHOLOGICAL DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN PRE-SERVICE TEACHERS · 2026 · DOI

  • Future research should investigate the long-term effects of AI use on cognitive development and explore its impact across various academic disciplines and institutional contexts.

    Reflective Thinking and Attitudes Toward Academic Requirements In AI-Supported Graduate Education · 2026 · DOI

  • Even though this approach addresses aspects of learning AI in Zimbabwean teacher education, further work is needed to comprehend what the wider implications of applying Explainable AI (XAI) principles would be in facilitating transparency in assessment and guided decision-making in Zimbabwean teacher education. The findings are interpretive and should be validated through primary research.

    Applied Research Projects as Work-Integrated Learning in Zimbabwean Teacher Education: A Conceptual Analysis · 2026 · DOI

  • The need for exploration of various topics related to teacher education and development.

    In-Service Teaching, Artificial and Digital Technologies, and Teacher Education · 2026 · DOI

  • Savery called for more rigorously designed studies to address gaps in research.

    In Memoriam: John R. Savery (1950–2025): Editors' Reflection · 2026 · DOI

  • There is a need to investigate the role of collaborative reflective practice in enhancing leadership development. Preservice and novice EFL teachers face challenges in developing leadership skills. The study aims to address this gap by exploring the experiences of preservice and novice EFL teachers.

    Fostering Preservice and Novice EFL Teacher Leadership Through Collaborative Reflections: A Narrative Phenomenology · 2026 · DOI

  • Future research could explore the long-term impact of international academic exchange on nurse educators. Future research could investigate the use of reflective models in other healthcare professions.

    International Education through the Erasmus Programme: A Nurse educator’s Reflection of Teaching in Istanbul University. · 2026 · DOI

  • The paper highlights the need for more research on the impact of international academic exchange on nurse educators.

    International Education through the Erasmus Programme: A Nurse educator’s Reflection of Teaching in Istanbul University. · 2026 · DOI

  • The paper identifies a need for researchers and practitioners to engage in reflexive and reflective practices to enhance self-awareness, transparency, and rigour. A gap in the literature is noted, highlighting the importance of exploring the role of reflexivity and reflection in shaping positionality and influencing research outcomes.

    From Insight to Impact: Reflexivity and Reflection in Educational Research · 2026 · DOI

  • Lastly, while this study focused on learning strategies as a mediator, other potential moderators such as motivation, emotional intelligence, or teaching experience should be explored in order to gain a more comprehensive understanding of what influences reflective thinking in educational environments.

    The The Mediating Role of Learning Strategies in the Relationship between Cognitive Flexibility and Reflective Thinking among Pre-Service Teachers: A Path Analysis Approach · 2026 · DOI

  • The challenge of addressing the evolving needs of ESL practitioners in under-resourced contexts. The challenge of fostering sustained professional development through reflective practice.

    Beyond formal training: An account of informal, self-directed professional development · 2026 · DOI

  • The lack of attention to the role of reflective practice in professional development. The oversight of informal, self-directed professional development in tertiary ESL settings.

    Beyond formal training: An account of informal, self-directed professional development · 2026 · DOI

  • To support this balance, evaluation frameworks like Singapore’s EPMS could be expanded to include qualitative indicators that reflect teachers’ efforts in fostering student well-being, ethical reasoning, and relational engagement.

    Informal dialogic reflections for language teachers · 2026 · DOI

  • There is a paradox in the professional training system, where students' reflective skills are considered essential but insufficient attention is given to their systematic development. The study aims to address this gap by examining the impact of a conceptual model on fostering students' reflective skills.

    Exploring the impact of a conceptual model on students’ reflective skills development: a case study of Kazakhstan · 2026 · DOI

  • Student teachers may view reflective practice as a course requirement rather than a supportive tool. The effectiveness of student teachers' reflective practice may be limited by a lack of experience. Student teachers may need support in developing confidence in reflective practice.

    Collaborative toolkit creation to support reflective practice in teacher education · 2026 · DOI

  • The study is based on a small sample of eight senior employees, - The study is limited to one college of education in Israel, - The study does not provide a comprehensive analysis of the impact of institutional structure on academic…

    ‘If You Do Not Write, You Dry Up’: Tensions in Teacher Educator Research and Academic Writing · 2024 · DOI

  • The study identifies a gap in understanding teacher preparation through the perceptions of teacher candidates and teacher educators. The research highlights the complexity of preparing teachers in traditional university-based teacher education programs.

    Creating a Grounded Theory for Teacher Preparation · 2026 · DOI

  • The study identifies a gap in the understanding of how digital reflective practices support writer identity development among pre-service teachers. The study responds to research suggesting that pre-service teachers often negotiate complex and sometimes conflicted writing-related identities.

    Developing pre-service teachers’ writer identity with digital reflective practice through identity journey mapping · 2026 · DOI

Most-cited papers in Reflective Practices in Education

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Open questions raised by papers listed on this page include: (1) The challenges include the lack of a settled curriculum for interdisciplinary AI courses (“Pedagogical resilience reconstruction in the AI era: a longitudinal reflexive…”, 2026); (2) Future research should explore longitudinal outcomes, cross-cultural comparisons and scalable reflective interventions to maximize both emotional and cognitive growth (“METACOGNITIVE REFLECTIVE PRACTICES AND THE PSYCHOLOGICAL DEVELOPMENT OF…”, 2026); (3) Future research should investigate the long-term effects of AI use on cognitive development and explore its impact across various academic disciplines and institutional contexts (“Reflective Thinking and Attitudes Toward Academic Requirements In AI-Supported…”, 2026); (4) There is a need to investigate the role of collaborative reflective practice in enhancing leadership development (“Fostering Preservice and Novice EFL Teacher Leadership Through Collaborative…”, 2026); (5) Future research could explore the long-term impact of international academic exchange on nurse educators (“International Education through the Erasmus Programme: A Nurse educator’s…”, 2026). 250 gap statements have been mined from Reflective Practices in Education papers in our 7.9M-paper local library, which holds 4,461 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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