Futuristic research gaps in learning for virtual teachers in developing countries: overcoming post-pandemic shocks and preceding society 5.0

Abstract

This study focused on exploring and analyzing the potential research gaps in teaching and learning for virtual teachers in the digital era. It was exclusively related to the post-pandemic era in developing countries preceding Society 5.0. The main aim was to identify future trends and challenges in teaching and learning models in line with the characteristics of smart students. Additional objectives were to identify the possible future teaching and learning models, examine the spectrum of research gaps, and analyze the future trends in teaching related to the characteristics of smart students. The inquiry presented a qualitative inquiry. It combined a systematic and comprehensive literature review approach. It consisted of a comprehensive 12-syntax to explore the futuristic research gaps in virtual teaching. The study identified eight research gaps: Access and infrastructure, teacher training and professional development, pedagogical practices in virtual environments, inclusivity and equity, assessment and evaluation in virtual learning, digital citizenship and online safety, parent and community engagement, and policy and governance. Educators, policymakers, and researchers constructively contributed to the advancement of virtual teaching and learning accordingly. The results lead to more inclusive, equitable, and effective educational openings that fulfill students' needs, especially in the Indonesian context.