Research Trends in Learning Needs Assessment: A Review of Publications in Selected Journals from 1997 to 2023

Abstract

This study analyzes existing research on learning needs assessments to identify key insights into the discipline and propose implications for future studies. Eighty-nine SSCI journal articles from 1997 to 2023 were reviewed. The findings are as follows. Firstly, concerning the nature of learning needs, prominent fields identified included education, social welfare, medicine and nursing, business, and psychology. Research identifying the learning needs of medical staff was the most prevalent, followed by K–12 teachers, lifelong learners without professional goals, university faculty, and social workers. Notably, Europe and North America were the primary research regions. Secondly, researchers mostly employed quantitative data, then combined methodologies, and qualitative data. Numerous studies involved only target learners in their needs assessments, with fewer involving stakeholders. Many studies did not employ multi-faceted approaches combining different source inputs or incorporating complementary needs assessment methods. Future needs assessment studies should involve diverse individuals and integrate indicators such as relevant test results or performance appraisal outcomes to obtain more trustworthy data for the needs assessment process. Most studies containing quantitative analysis components used mean values to determine learning needs. The ranked discrepancy model is recommended when conducting ordinal surveys for learning needs assessment to avoid misinterpretations and inaccurate conclusions.

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