Open research questions in Technology-Enhanced Education Studies

What the literature leaves open

• www.abjournals.org Based on the findings of the study and the conclusions drawn, the following recommendations are put forward for implementations: 1. 2. 3. Educational technologists need to create more awareness and educate Business education lecturers on the enormous benefits of using business edutainment from YouTube, online videos and online documentaries as scalable solutions to teaching large class size in tertiary institutions in Rivers State. Educational technologists need to train Business Education lecturers in tertiary institutions in Rivers State on how to collaborate with experts from the film industry or performing arts education department to write scripts with robust business content for the purpose of teaching large class sizes. Educational technologists need to educate Business Education lecturers in tertiary institutions in Rivers State on how to create or select YouTube channels or online documentaries with business content for the purpose of teaching large class sizes. REFERENCES Abdulkarim, M. & Agburuga, V. (2016). Multimedia powerpoint presentation and students’ academic performance in commerce, a case study. Nigerian Journal of Education, Science and Technology. 4 (1): 15 – 28 Barsoum, G., Crépon, B., Gardiner, D., Michel, B. & Parienté, W. (2021). Evaluating the effects of business edutainment in Egypt. www.ilo.org/wcms_450738 Borum, C., C. (2021). Entertainment-education as social justice activism in the United States: Narrative strategy in the participatory media era. In L. B. Frank & P. Falzone (Eds.), Entertainment-education behind the scenes: case studies for theory and practice. Palgrave. Macmillan. Cox, C. D.; Cheon, J.; Crooks, S. M.; & Lee, J. (2017). Use of entertainment elements in an train pharmacy preceptors. American Journal of online video mini-series to PharmaceuticalEducation, 81 (1).12. doi:10.5688/ajpe81112. Daniel, O. (2023, February 8th). New documentary highlighting uniqueness, impact of AUN’s network. business https://www.aun.edu.ng/index.php/news-events/news/new-documentary-highlighting- uniqueness programme television premiere national on to Dore, R. A., Shirilla, M., Hopkins, E. (2019). Education in the app store: using a mobile game to support U.S. preschoolers’ vocabulary learning. Journal of Children and Media, 13(4), 452–471. https://doi.org/10.1080/17482798.2019.1650788 Funch, E., Bruch, A. & Annegarn-Glabm M. (2016). Educational films: a historical review of media innovations in schools. International Journal of Innovation, 123(14). 413 – 426 Greeves, S. & Oz, M. (2024). YouTube in higher education: comparing students and instructor perceptions and practices. Frontier in Education, 8. https://doi.org/10.3389/feduc.2023.1330405 Guzairy, M., Mohamad, N. & Yunus, A. R. (2018). Enhancing student understanding through business plan simulation in business. MATEC Web of Conferences, 150, 1-9. 66 Article DOI: 10.52589/BJELDP-RQCHN9NN DOI URL: https://doi.org/10.52589/BJELDP-RQCHN9NN British Journal of Education, Learning and Development Psychology ISSN: 2682-6704 Volume 9, Issue 1, 2026 (pp. 55-67) www.abjournals.org Hiran, U. (2017). Concrete vs abstract words – what do you recall better? A study on dual coding theory. doi:10.7287/peerj.preprints.2719v1. Huq, F. (2023 May, 24th). English for business (telenovela blended learning curriculum. educators.

  Extent of Utilizing Business Edutainment in Tertiary Institutions in Rivers State as Scalable Educational Technology Solutions for Teaching Large Class · 2026 · DOI

• Therefore, future research is recommended to involve a more diverse range of university contexts and to use different research designs, such as mixed methods or experimental research, in order to gain a more comprehensive understanding of the relationship between digital learning media, student engagement, and student learning outcomes.

  Academic Student Disengagement in Arabic Language Learning in the Digital Age: A Studynon the Low Utilization of Digital Learning Media at STAI NU Kotabumi, Lampung · 2026 · DOI

• The following recommendations are proposed for implementation and future research in the context of the findings: In the context of Social Studies courses, it is recommended that ready-to-use lesson plans and structured digital learning designs, aligned with course learning outcomes and directly applicable by teachers, be developed to enhance the effective use of the EBA platform in out-of-school and distance learning environments. Since providing devices alone is not sufficient in rural areas with limited technological resources, comprehensive measures that also support internet access and digital literacy should be developed. To address access issues such as video interruptions and screen freezing in Social Studies classes, it is necessary to strengthen the technical infrastructure of EBA and enhance technology integration to ensure uninterrupted access. Content such as simulations, videos, and interactive activities that capture students’ attention and support experiential learning should be integrated into EBA. EBA Social Studies content can be updated in alignment with the annually revised curriculum. Teachers and students can be informed about the EBA platform, and initiatives that encourage its use can be implemented. Comparative studies can be conducted to examine the extent to which EBA supports face-to-face teaching processes in Social Studies classes and its contribution to the teaching and learning process.

  EVALUATION OF EDUCATIONAL INFORMATION NETWORK (EBA) CONTENTS IN THE CONTEXT OF SOCIAL STUDIES LESSONS · 2026 · DOI

• The results of this study give grounds to outline recommendations for increasing the effectiveness of building students’ multicultural competence of in the Foreign Literature lessons using digital technologies, in particular: − − It is necessary to ensure the synergy of individual and group methods of online learning; Interactive interactions must be directed towards the development of key elements of multicultural competence; 313 la Este artículo no presenta ningún conflicto de intereses.

  Digital technologies and artificial intelligence for multicultural competence in high school literature · 2026 · DOI

• Therefore, future research is recommended to involve a broader sample, employ a more robust research design to test effectiveness, and explore the integration of food security concepts in learning in more detail. However, this study has several limitations, including a relatively small sample size limited to a single class; therefore, the findings need to be interpreted with caution.

  The Use of Wordwall Learning Media with a Food Security Orientation in Teaching Procedure Text to Elementary School Students · 2026 · DOI

• When research findings and existing limitations are considered together, it is possible to develop recommendations for practitioners and future researchers. In terms of application, Turkology educators should actively use AI tools not only for grammar instruction but also to 219 Rauan Kemerbay et al. process linguistic and literary connections among Turkic peoples within the framework of ethnocultural codes. In this process, it is crucial for educators to consider the depth of content specific to Turkic languages and cultures when selecting AI tools and to integrate these tools consistently with the existing curriculum framework. Furthermore, in curriculum development processes, AI-supported activities should be positioned alongside traditional teaching elements to complement each other. The misconception that any single approach is sufficient should be avoided. Planning short orientation sessions at the start of lessons to support students' readiness to use AI tools can also enhance the application's effectiveness. For future research, conducting repeat studies with larger, more diverse samples in countries where different Turkish languages and cultures are spoken is critical for testing the generalizability of the findings. Adopting longitudinal designs that can track long-term effects is a priority research requirement for revealing the sustainable impact of AI-assisted instruction on lasting learning outcomes and attitude change. In addition, comparative studies examining the effect sizes that vary by type, content format, and interaction patterns of AI applications can make significant contributions to theoretical and applied knowledge in this field.

  The Impact of Artificial Intelligence Applications on Linguistic and Literary Connections Among Turkic Peoples Based on Ethnocultural Codes · 2026 · DOI

• This research has several limitations, which should be considered when interpreting the findings. First, because the research was conducted with second-year students in the Faculty of Literature at a single state university in Kazakhstan, the findings cannot be generalized to other institutions, student profiles, or countries. Second, the quasi-experimental design of the research means that participants were not randomly assigned to groups, making it difficult to fully control for potential latent variables. Third, the eight-week experimental process makes it impossible to evaluate the long-term effects of AI-assisted instruction. Different results may be obtained in longer-term applications. Fourth, the fact that different instructors taught the experimental and control groups constitutes a meaningful methodological limitation. Instructor- related variables — including pedagogical style, enthusiasm, and familiarity with the subject matter — may have independently contributed to observed differences in student achievement and attitudes, making it difficult to attribute outcomes only to the instructional method. This limitation is consistent with the broader challenge of instructor effects in quasi-experimental educational research. It should be considered a competing explanation when interpreting the findings. Fifth AI's limited performance on Kazakh and Turkic dialects suggests that students in the experimental group may have encountered technological difficulties during some activities. Sixth, individual differences in students' access to AI tools and technological proficiency may have partially affected the experimental process. Seventh, the use of self-report scales to assess students' attitudes and innovation skills introduces potential measurement errors, such as social desirability bias. Eighth, because the researchers determined the content and format of the AI applications in the experimental group, the reproducibility of the results with different tool choices or application methods is questionable. Finally, the standardization level and quality of the traditional teaching process used in the control group could not be fully controlled during the research, which can make interpreting intergroup comparisons difficult. Thus, the limitations indicate that the findings should be evaluated with care and in a context-sensitive manner. They also present important areas for methodological improvement for future research. Additionally, because the experimental treatment involved multiple simultaneously applied components — AI tools, project-based tasks, and multimodal visualization activities — it is impossible to isolate the independent contribution of any single element to the observed outcomes. Future research employing dismantling designs could address this limitation.

  The Impact of Artificial Intelligence Applications on Linguistic and Literary Connections Among Turkic Peoples Based on Ethnocultural Codes · 2026 · DOI

• However, the way of adopting such innovations may affect teachers’ pedagogy and readiness for a new mode of education mediated by AI tools is left underexplored.

  The contribution of multimodal AI technologies to EFL teachers’ pedagogical effectiveness and perceived readiness for AI-mediated education: a qualitative study · 2026 · DOI

• The extent to which these mechanisms hold true in other higher education systems remains an open ques- tion. It remains unclear which specific sub-dimensions of digital literacy are the most critical drivers of GLAT’s effectiveness across the three CoI dimensions.

  Unpacking the impact mechanism of generative AI-based learning analytics technology on student learning engagement: the mediating role of community of inquiry and the moderating role of digital literacy · 2026 · DOI

• It is acknowledged that many students only begin to engage seriously with research during later stages of the Bachelor of Education (BEd) programme, by which time anxiety and conceptual gaps have already developed on students. It is therefore recommended that research skills be introduced early and strengthened progressively across all years of study. Rather than confining research to a single module, the modules in the programme should incorporate scaffolded activities such as guided inquiry tasks, reflective classroom investigations and small-scale research projects from the first year onwards. This developmental approach can help students build confidence gradually while deepening their understanding of research as a core element of professional teaching practice. Given the difficulties students experienced with academic writing, referencing and engaging with scholarly sources, institutions should move beyond generic writing workshops toward discipline-integrated academic writing development. Writing support needs to be 459 May, International Journal of Research in Business & Social Science 15(3) (2026), 452-461 embedded within education modules and linked directly to research assignments. Structured writing templates, exemplars of strong research reports and iterative feedback opportunities may assist students in developing confidence in scholarly communication instead of focusing just on classroom management. Writing centre and academic development units in UoTs should collaborate closely with education lecturers to ensure that support reflects the epistemological expectations of initial teacher education. It is recommended that BEd programmes adopt structured mentorship systems that combine lecturer supervision with peer-supported learning communities. Embedding these skills within course modules can reinforce their relevance and encourage meaningful application rather than superficial compliance. Action research projects conducted during teaching practice placements can help students see research as a practical tool for solving real classroom challenges. This approach not only enhances research competence but also strengthens reflective practice and supports the development of a teacher-researcher identity. Therefore, creating visible pathways for undergraduate research participation may help shift student perceptions of research from an intimidating requirement to a meaningful component of their professional growth.

  Strategies to enhance research skills among the Bachelor of Education students in Universities of Technology · 2026 · DOI

• Every research study encounters certain limitations that may influence the scope, data collection and interpretation of findings. The present study anticipated few limitations and strategies are proposed to minimise their impact. Limited generalisability was one of the major limitations of this study. This study was conducted in 2 universities of technology. Therefore, the findings may not necessarily represent or generalised to other UoTs nor. To mitigate this limitation, the researcher provided thick descriptions of the research context, so that readers can determine the transferability of the findings to other settings.

  Strategies to enhance research skills among the Bachelor of Education students in Universities of Technology · 2026 · DOI

• The following areas should be explored in future investigations: • Implement longitudinal studies that trace how AI tool use and the correlation between it and the learning outcomes change throughout an academic program and whether the insignificant association with Academic Performance alters when the students’ progress through their course and take advanced programming and capstone classes.

  The Use of Artificial Intelligence Tools and its Impact on the Learning Outcomes of Computer Science Students · 2026 · DOI

• Future investigations should examine the sustained impact of Google Classroom– based learning media on academic achievement, character development, civic competence, Volume 4, Issue 2, 2026 2041 Ri’ayatus Solihah & Nurna Listya Purnamasari and behavioral change over extended periods. Future studies are recommended to develop more advanced interactive features, involve broader educational settings, and investigate the effectiveness of such media in improving learning outcomes, critical thinking skills, and student competencies across diverse learning environments. Additional studies are needed to explore the adaptability of the developed framework across diverse educational contexts and learning materials.

  Development of Google Classroom-Based Learning Media for Strengthening Premarital Education from a Pancasila Education Perspective among Grade XI Social Humanities Students at MA Al-Fattahiyyah · 2026 · DOI

• Numerous constraints must be recognized. The study was conducted in a singular rural secondary school, which constrains larger generalization. The intervention was executed over two action cycles, complicating the assessment of long-term language retention. The study largely concentrated on vocabulary mastery and engagement, neglecting a thorough examination of other language outcomes, such as speaking fluency or writing accuracy. Fourth, students' access to smartphones and internet connectivity varied, potentially impacting their involvement and performance. Future research may encompass bigger and more heterogeneous samples, compare rural and urban educational settings, analyze delayed post-test outcomes, and explore the impact of Memrise-assisted Project-Based Learning on productive abilities, including speaking and writing. Longitudinal and quasi-experimental approaches would elucidate the sustainability and applicability of the intervention. This study illustrates that vocabulary acquisition in rural EFL education can be effectively restructured by the incorporation of gamified mobile learning and project- based pedagogy. Memrise offered repetitive, multimodal vocabulary exposure, but PjBL converted lexical knowledge into collaborative and contextual application. The study's value resides in enhanced vocabulary outcomes and its illustration that digital innovation is most effective when integrated with reflective instruction, contextual awareness, and substantive classroom interaction.

  Reframing Vocabulary Learning in Rural EFL Education: Memrise-Assisted Project-Based Learning and Student Engagement in Indonesia · 2026 · DOI

• The study recommends that teachers integrate game-based platforms such as Kahoot! and Quizlet to make English learning more engaging and interactive. Multimedia resources such as YouTube videos should also support different learning styles and authentic language exposure. School administrators should invest in digital infrastructure, internet access and digital devices, particularly in government schools. Policymakers should ensure ongoing professional development programs focusing on digital literacy and technology-integrated teaching. Future research should conduct longitudinal studies to examine relationships between digital technology use and student achievement and investigate how different digital tools influence language skills and teacher digital literacy in Pakistan. 377 JOURNAL OF APPLIED LINGUISTICS AND TESOL Vol.9.

  THE ROLE OF INTERACTIVE DIGITAL TOOLS IN ENHANCING STUDENTS’ ENGAGEMENT AND ACHIEVEMENT IN ENGLISH LANGUAGE CLASSROOMS · 2026 · DOI

• Recommendations for future research are directed toward expanding the sample size, geographical scope, and diversity of teacher characteristics to enhance the generalizability of findings. Future research should also incorporate mixed methods or observational data to enrich understanding of changes in teacher resilience, well- being, and performance following digital training. Subsequent studies may further examine the duration, design, and intensity of training that prove most effective, so that the influence of digital pedagogical training on various aspects of teachers' professional lives can be understood more thoroughly.

  <b>Does Digital Pedagogical Training Enhance Teacher Resilience, Teacher Well-Being, and Teacher Performance? A Quasi-Experimental Study</b> · 2026 · DOI

• Additional to data collection relate and sample characteristics. Data were collected exclusively online, which may have limited both the diversity and representativeness of the participants. Furthermore, model fit indices were suboptimal, and the data did not fully meet the normality assumption, both of which restrict the generalizability of the findings. it For future research, is recommended to use measurement instruments that are culturally adapted and validated for the target population, to recruit a broader and more balanced sample, and to consider alternative structural modeling techniques, such as Partial Least Squares Structural Equation Modeling (PLS-SEM). Researchers may also explore whether treating Technological Complexity and Anxiety as separate factors or reverse-coding specific items within the Perceived Ease of Use dimension yields a more parsimonious and statistically robust model. 402 March 2026, Volume 18, Issue 3391-406 Declarations Ethical Approval: Ethical Approval: This study was approved by the University institutional review board. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246.

  Investigating Mathematics Teachers Technology Acceptance and Self-Efficacy for Technology Integration: A Structural Equation Modeling Approach · 2026 · DOI

• The study involved a single Grade V IPAS classroom or school context; scaling this intervention to multiple schools with varying teacher expertise, infrastructure quality (internet bandwidth, device availability), and socioeconomic student backgrounds requires investigation.

  Integrating Google Sites and project-based learning: Development of digital learning media · 2026 · DOI

• Long-term retention of conceptual understanding achieved through Google Sites-PBL integration was not assessed; follow-up testing at 4-week, 8-week, and semester intervals would determine persistence of learning gains beyond immediate posttest administration.

  Integrating Google Sites and project-based learning: Development of digital learning media · 2026 · DOI

• The study demonstrates high effectiveness for students with prior exposure deficits to structured digital media, but does not investigate differential effectiveness for students with varying baseline digital literacy levels or prior experience with online learning platforms.

  Integrating Google Sites and project-based learning: Development of digital learning media · 2026 · DOI

• Student engagement and motivation were inferred from posttest score improvements rather than directly measured through instruments such as engagement scales, motivation surveys, or behavioral observation protocols during Google Sites-PBL implementation.

  Integrating Google Sites and project-based learning: Development of digital learning media · 2026 · DOI

• The study evaluated Google Sites-based learning media integrated with Project-Based Learning only in Grade V IPAS (Integrated Natural and Social Sciences) classrooms; effectiveness across different grade levels (elementary, middle, secondary) and different subject domains beyond IPAS remains unexamined.

  Integrating Google Sites and project-based learning: Development of digital learning media · 2026 · DOI

• The research addresses only perceived usefulness and computer self-efficacy related factors and its effect on the acceptance on online teaching. The research can be elaborated by incorporating other factors which can explain acceptance of online teaching. The research also did not address demographic factors like age and geographic area which also might affect the online acceptance level of teaching. The factors chosen may also vary over time for which a longitudinal study would be more appropriate.

  Determinants of School Teachers' Acceptance of Online Teaching in the Post-COVID-19 Era: A Technology Acceptance Model Approach · 2026 · DOI

• While the cognitive (knowledge) domain is adequately researched (89% of the works), other educational/pedagogical domains of interest are under-researched: social skills (metacognitive skills) are researched by only 26 percent (18%) of the studies reviewed.

  On the Pedagogical Character of (Animated) Pedagogical Agents: A Review of Recent (2009–2022) Research · 2024 · DOI

• It is guided by the research question: How do subject matter experts rate the Instructional Design, Content, User Control, and Technical components of the online learning platform prototype? The study is significant because it addresses the gap in research regarding the development of an Online Teacher Professional Development programme specifically targeted at enhancing the speaking skills of a group of non-specialist English language teachers.

  Using the ADDIE Model to Develop an Online Professional Development Program for Non-Specialist ESL Teachers · 2024 · DOI

Most-cited papers in Technology-Enhanced Education Studies

• Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations · Societies · 2020 · 712 citations
• Effect of pandemic based online education on teaching and learning system · International Journal of Educational Development · 2021 · 249 citations
• A systematic review of <scp>ChatGPT</scp> use in K‐12 education · European Journal of Education · 2023 · 218 citations
• Successful design and delivery of online professional development for teachers: A systematic review of the literature · Computers & Education · 2021 · 218 citations
• Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools · Education and Information Technologies · 2022 · 212 citations
• The Perception by University Students of the Use of ChatGPT in Education · International Journal of Emerging Technologies in Learning (iJET) · 2023 · 210 citations
• An investigation of teachers' perceptions of using <scp>ChatGPT</scp> as a supporting tool for teaching and learning in the digital era · Journal of Computer Assisted Learning · 2023 · 174 citations
• Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks · Education and Information Technologies · 2022 · 169 citations
• The impact of digital leadership on teachers’ technology integration during the COVID-19 pandemic in Kuwait · International Journal of Educational Research · 2022 · 147 citations
• Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction · Computers & Education · 2021 · 138 citations

Most recent work

• Integrating Google Sites and project-based learning: Development of digital learning media · Harmoni Sosial: Jurnal Pendidikan IPS · 2026
• Herramientas de inteligencia artificial como apoyo psicopedagógico en el proceso educativo · Revista Multidisciplinar Epistemología de las Ciencias · 2026
• Investigating EFL Students’ Adoption of Generative Artificial Intelligence for English Learning through UTAUT2 and SDT: A Mixed-Methods Study · Teaching English as a Second or Foreign Language--TESL-EJ · 2026
• The contribution of multimodal AI technologies to EFL teachers’ pedagogical effectiveness and perceived readiness for AI-mediated education: a qualitative study · Innovation in Language Learning and Teaching · 2026
• Rural Area Students’ Perception of ICT Integration in ELL Class: East Nusa Tenggara Context · Journal of Language Teaching and Research · 2026
• Pedagogical System for Hybrid Training of Future Special Educators · Open Education Studies · 2026
• Determinants of School Teachers' Acceptance of Online Teaching in the Post-COVID-19 Era: A Technology Acceptance Model Approach · International Journal of Scientific Engineering and Research · 2026
• The Effectiveness of Learning Management Systems (LMS) in Enhancing Learning Experiences toward Achieving SDG 4: Quality Education · Journal of Information System and Education Development · 2026
• Factors influencing teachers’ adoption of artificial intelligence tools in K-12 education · International Journal of Applied Resilience and Sustainability · 2026
• Students' Experiences of Learning Authenticity in Artificial Intelligence Assisted Academic Work · Formosa Journal of Science and Technology · 2026

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