From evidence‐informed to evidence‐based: An evidence building framework for education

Owen, KL ORCID: 0000-0002-8198-1175, Watkins, RC ORCID: 0000-0001-9584-0747 and Hughes, JC ORCID: 0000-0001-7130-7286 (2022) From evidence‐informed to evidence‐based: An evidence building framework for education. Review of Education, 10 (1). ISSN 2049-6613

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Abstract

Developing an evidence-base for educational provision can be an arduous journey. To facilitate consistent and accurate implementation of promising approaches, research efforts need to answer questions relating to theoretical coherence, efficacy, effectiveness, cost, ease of use, and acceptability. An evidence-building framework can help us to think critically about the current state of evidence and plan a long-term research programme. In this conceptual paper, we draw attention to an evidence-building framework from medical and psychosocial science that conceptualises the phases and challenges along this journey. We have adapted this framework to help researchers and other education practitioners conceptualise how to review, synthesise, generate and communicate evidence in education. This framework facilitates a questions-to-methods approach in our journey to evidence, dissolving the idea that some research and analysis methods are superior to others. We argue that this evidence building framework can help us to distinguish between key terms in education, such as evidence-informed and evidence-based practice, as well as teacher enquiry and research—helping to distinguish the roles of researchers and practitioners. This paper has direct relevance to informing how we build evidence in education and identifies a need for collaboration as we work towards an evidence-based teaching profession.

Item Type:	Article
Uncontrolled Keywords:	3901 Curriculum and Pedagogy; 39 Education; Comparative Effectiveness Research; Dissemination and Implementation Research; Generic health relevance; 4 Quality Education; 1301 Education Systems; 1302 Curriculum and Pedagogy; 3903 Education systems
Subjects:	L Education > L Education (General)
Divisions:	Education
Publisher:	Wiley
Date of acceptance:	4 February 2022
Date of first compliant Open Access:	21 May 2026
Date Deposited:	21 May 2026 11:14
Last Modified:	21 May 2026 11:14
DOI or ID number:	10.1002/rev3.3342
URI:	https://researchonline.ljmu.ac.uk/id/eprint/28603

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