Systematic Literature Review on Uncertainty and Its Management in Learning Processes: Epistemological, Positional, and Pedagogical Perspectives

Uncertainty is an inherent aspect of learning and problem-solving, particularly in contexts such as inquiry-based science, engineering design, and collaborative learning. It refers to learners’ subjective experiences of doubt, wonderment, or being unsure about a situation (Jordan & McDaniel, 2014; Kaur & Dasgupta, 2024). While uncertainty can be productive in stimulating deeper engagement and sensemaking (Dewey, 1910; Manz, 2018), unmanaged or overwhelming uncertainty may hinder learning, decision-making, and participation (Brashers, 2001; Ullman, 2001).

Uncertainty management strategies identified in the literature include:

• Reduction strategies (seeking information, clarifying goals),
• Maintenance strategies (sustaining uncertainty to allow further exploration),
• Escalation strategies (generating new possibilities), and
• Suppression strategies (ignoring or avoiding uncertainty) (Brashers, 2001; Lipshitz & Strauss, 1997; Jordan & McDaniel, 2014).

Recent work emphasizes the social and epistemological framing of uncertainty. Learners manage uncertainty not only as individuals but also through group dynamics. Kaur & Dasgupta (2024) highlight how epistemological framing (beliefs about knowledge and learning) and positional framing (how learners position themselves and others in interaction) intertwine to shape collaborative uncertainty management. Contextual factors—such as mentor intervention, early success, or group power dynamics—can further influence how uncertainty is managed.

Given the significance of uncertainty for educational psychology, a systematic literature review can consolidate research on how uncertainty emerges, is framed, and is managed across disciplines and educational levels.

potential research questions

1. How is uncertainty conceptualized in the learning sciences and educational psychology literature?
2. What strategies do learners and educators employ to manage uncertainty during learning?
3. How do epistemological and positional framing influence learners’ engagement with uncertainty?
4. What contextual factors (e.g., teacher scaffolding, group dynamics, task design) shape uncertainty management?
5. What implications does uncertainty management research have for designing learning environments?

Foci Areas of the Literature Review

1. Definitions and conceptualizations of uncertainty – across education, psychology, and design-based learning.
2. Uncertainty management strategies – typologies and their outcomes for learning.
3. Framing approaches – epistemological and positional framing as lenses to study uncertainty.
4. Collaborative learning contexts – peer interactions, power dynamics, and role negotiation.
5. Instructional and contextual supports – teacher interventions, scaffolding, task structure, and socio-cultural influences.
6. Implications for educational psychology – designing interventions that leverage uncertainty productively.

Method

The internship will employ systematic literature review (SLR) methodology following PRISMA guidelines:

1. Database search: PsycINFO, ERIC, Scopus, Web of Science, and Google Scholar.
2. Inclusion criteria: Peer-reviewed journal articles and conference papers focusing on uncertainty in learning contexts (2000–2024).
3. Exclusion criteria: Studies unrelated to learning processes (e.g., medical uncertainty, financial risk management).
4. Coding framework:
   1. Definitions of uncertainty
   2. Types of uncertainty (e.g., cognitive, affective, social)
   3. Management strategies
   4. Theoretical frameworks (e.g., framing, epistemic cognition, positioning theory)
   5. Reported outcomes (learning gains, participation, collaboration quality)
5. Synthesis approach: Thematic synthesis (Thomas & Harden, 2008) to identify patterns and gaps in the literature.

Expected Output

• Annotated database of key articles categorized by definitions, strategies, framing, and context.
• Conceptual framework mapping uncertainty types, strategies, and outcomes in learning.
• Recommendations for educational interventions to help learners productively manage uncertainty.
• There is a high possibility of the converting the output into an article for submission to Educational Psychologist or Journal of the Learning Sciences

References

Brashers, D. E. (2001). Communication and uncertainty management. Journal of Communication, 51(3), 477–497. https://doi.org/10.1111/j.1460-2466.2001.tb02892.x

Dewey, J. (1910). How we think. D.C. Heath & Co.

Jordan, M. E., & McDaniel, R. R. (2014). Managing uncertainty during collaborative problem solving in elementary school teams: The role of peer influence in robotics engineering activity. Journal of the Learning Sciences, 23(4), 490–536. https://doi.org/10.1080/10508406.2014.896254

Kaur, N., & Dasgupta, C. (2024). Investigating the interplay of epistemological and positional framing during collaborative uncertainty management. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2024.2312163

Lipshitz, R., & Strauss, O. (1997). Coping with uncertainty: A naturalistic decision-making analysis. Organizational Behavior and Human Decision Processes, 69(2), 149–163. https://doi.org/10.1006/obhd.1997.2679

Manz, E. (2018). Designing for and analyzing productive uncertainty in science investigations. International Society of the Learning Sciences, Inc.[ISLS]. https://ris.utwente.nl/ws/portalfiles/portal/102267789/ICLS2018_Volume_1_Final.pdf#page=328

Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(45). https://link.springer.com/content/pdf/10.1186/1471-2288-8-45.pdf

Ullman, D. G. (2001). Robust decision-making for engineering design. Journal of Engineering Design, 12(1), 3–13. https://doi.org/10.1080/09544820010031580