1. An evidence-informed education:
Empowering schools and policy institutions through a
culture of research engagement
Nóra RÉVAI – Jordan HILL – Aurelija MASIULYTE
Tal MALKIN – Melissa MOUTHAAN – José M. TORRES

2. Strengthening the Impact of Education Research
2
How can we create a culture of research use in
education policy and practice?

3. 3
Policy survey
Number of responses: 37
Number of countries: 29
Zoom on Europe…

4. Do we have accessible and relevant education
RESEARCH?
Notes: Data show the percentage of systems reporting the extent to which a given type of research is accessible (in terms of language,
user friendly formats and price) and relevant. Data collected at a national and sub-national level. N= 20.
Source: OECD Strengthening the Impact of Education Research policy survey data.
5%
10%
10%
30%
10%
5%
15%
40%
40%
50%
40%
50%
60%
55%
25%
30%
30%
35%
35%
40%
53%
50%
35%
50%
45%
50%
45%
42%
100% 80% 60% 40% 20% 0% 20% 40% 60% 80% 100%
Early-stage or exploratory research
Efficacy research
Design and development research
Secondary research
Scale-up research
Foundational research
Effectiveness research
% of respondent systems
Highly accessible Quite accessible Highly relevant Quite relevant

5. Do we have a CULTURE that supports research
engagement?
Notes: Data show the percentage of respondent systems agreeing or strongly agreeing with the given statement, for either policy makers or
practitioners in their education system. Data collected at a national and sub-national level. N = 26 for policy makers, 20 for practitioners.
Source: OECD Strengthening the Impact of Education Research policy survey data.
35%
40%
40%
45%
58%
60%
60%
75%
90%
46%
52%
54%
50%
62%
62%
62%
73%
96%
0% 20% 40% 60% 80% 100%
Policy makers/practitioners and researchers have a shared
understanding of education research and its use
There is a high level of trust between policy
makers/practitioners and researchers
There is a high level of trust in research amongst policy
makers/practitioners
Policy makers/practitioners are willing to use education
research to question their ideas and preconceptions
Policy makers/practitioners are willing to learn new skills for
using education research
Policy makers/practitioners are willing to try new ways to
integrate education research
There is a strong political will to use education research in
policy/practice
Policy makers/practitioners are expected to use education
research in their processes
Using education research in their processes is important in
policy/practice
RELATIONSHIPS
WILLINGNESS
MOTIVATION
% of respondent systems agreeing or strongly agreeing
Policy makers: Darker
Practitioners: Lighter

6. Do policy makers and practitioners have the necessary
SKILLS?
Notes: Data show the percentage of respondent systems agreeing or strongly agreeing with the given statement, for either policy makers or
practitioners in their education system. The statement “…supervise the production of research” was only asked in relation to policy makers.
Data collected at a national and sub-national level. N = 25 for policy makers, 20 for practitioners.
Source: OECD Strengthening the Impact of Education Research policy survey data.
30%
50%
45%
40%
55%
55%
55%
40%
52%
72%
56%
68%
64%
68%
68%
0% 20% 40% 60% 80% 100%
...co-design and co-conduct research with researchers
...supervise the production of research
...formulate research needs and commission research based
on them
...communicate research for their peers
...translate and apply education research to solve problems in
their context
...find and access research relevant for their needs
...understand and interpret education research
...evaluate the quality of education research
RESEARCH
PRODUCTION
RESEARCH
USE
RESEARCH
LITERACY
% of respondent systems
Policy makers: Darker
Practitioners: Lighter

7. Do we have RESOURCES for research use?
Notes: Data show the percentage of respondent systems agreeing or strongly agreeing with the given statement, for either policy makers or
practitioners in their education system. The statement “There is supportive leadership for the use of education research” was only asked in
relation to practitioners. Data collected at a national and sub-national level. N = 26 for policy makers, 20 for practitioners.
Source: OECD Strengthening the Impact of Education Research policy survey data.
25%
20%
35%
35%
50%
27%
42%
46%
65%
0% 20% 40% 60% 80% 100%
They have adequate time to access and use ed. research
There are adequate financial resources to integrate ed.
research
There is supportive leadership for the use of ed. research
There are adequate human resources to integrate ed. research
There is adequate soft infrastructure to support the use of ed.
research
% of respondent systems
Policy makers
Practitioners

8. How can we create a culture of research engagement?
Catherine Burnett
University of Sheffield, United Kingdom
Matthijs van den Berg
Inspectorate of Education, the Netherlands
Montserrat Tortosa Moreno
Department of Education, Catalonia, Spain
8
USING
RESEARCH

9. An evidence-informed education:
Empowering schools and policy institutions through a
culture of research engagement
Nóra RÉVAI – Jordan HILL – Aurelija MASIULYTE
Tal MALKIN – Melissa MOUTHAAN – José M. TORRES