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Open research questions in Reflective Practices in Education

230 unresolved questions extracted from the limitations and future-work sections of 4,328 Reflective Practices in Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The experience of Reflective Critique writing, needs to be explored in order to encourage the faculty to engage in this practice and pursue their personal & professional growth.

    Evaluating the impact of faculty development programs at the workplace by using reflective critique writing technique · 2025 · DOI

  • Hopefuily, the kinds the area and mount the kinds of systematic in- of impressionistic studies that characterize importance of the goals which are vestigations which are warranted by the unquestioned sought.

    Preparing reflective teachers: an overview of instructional strategies which have been employed in preservice teacher education · 1987 · DOI

  • The gap in research is the lack of systematic attention to the psychological development of pre-service teachers. The interplay between metacognition, reflective practices, and emotional intelligence in teacher education is underexplored.

    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 on reflective thinking and academic integrity. Future research should explore the development of AI-supported learning environments that promote reflective thinking and responsible AI use.

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

  • The study identifies a gap in the understanding of the relationship between reflective thinking, attitudes, and AI engagement in AI-supported graduate education. The study highlights the need for further research on the impact of AI on higher-order thinking skills, particularly reflective thinking.

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

  • Vietnamese EFL learners often have difficulties in writing due to anxiety, limited autonomy, and inadequate opportunities for timely feedback. The study had to collect and analyze both quantitative and qualitative data.

    Exploring the role of ePortfolios in developing academic writing, reducing anxiety, and promoting autonomy among Vietnamese EFL learners · 2026 · DOI

  • Limited empirical evidence is available regarding the combined impact of writing performance, learner autonomy, and writing anxiety in EFL higher education settings. There is a need for innovative instructional strategies to support writing instruction.

    Exploring the role of ePortfolios in developing academic writing, reducing anxiety, and promoting autonomy among Vietnamese EFL learners · 2026 · DOI

  • The gap between theoretical knowledge of assessment and its practical application in authentic classroom contexts. The lack of effective models for enhancing assessment literacy among pre-service teachers. The need for innovative strategies to promote professional learning and reflective thinking in teacher education.

    Developing an Assessment for Learning (D-R-F-A Model) through Digital Reflective Practices to Enhance Assessment Literacy among Pre-Service Teachers · 2026 · DOI

  • The lack of clear institutional guidelines to promote authentic learning and prevent academic dishonesty. The need for more research on the integration of Generative Artificial Intelligence into higher education. The gap in understanding how applied research projects can be effectively integrated into teacher education.

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

  • Mainstream models of reflective writing have limitations, encouraging linear, self-contained accounts. These models privilege tidy progression and individual introspection, yielding polished narratives geared toward assessment rather than traceable reasoning.

    Duoethnography of Reflective Becoming: Writing-With Across EFL Teacher Identities · 2026 · 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 development of reflective practice among pre-service English language teachers. The gap is that pre-service teachers tend to rely on traditional instructional methods, rather than using more evidence-based, learner-centred pedagogical strategies.

    Improving Teaching through Reflection: An Action Research Study on Video-Based Learning in a Post-Graduate Diploma for Teaching Program · 2026 · DOI

  • The gap in research on teacher understanding of democracy, citizenship, and participation. 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

  • The paper notes that enthusiasm for PBL outpaced the evidence base. 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

  • 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

  • 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 identifies a gap in the literature regarding the use of reflective models in nurse education. 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

  • Developing cognitive flexibility and learning strategies among pre-service teachers, - Cultivating reflective and adaptable educators, - Addressing the diverse needs of students in Indian classrooms

    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 integrating technology into teaching practices. 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

  • The study identifies a gap in research on informal, person-centered reflective practices within high-performance contexts. The study responds to the need for more holistic and relational approaches to education.

    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

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230 open questions have been extracted from the limitations and future-work passages of 4,328 Reflective Practices in Education papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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