Education research, policy and practice are often seen as separate worlds that do not interact much. There are many reasons for this divide. Different goals, values, methods and languages can shift these worlds apart. These divisions raise a fundamental question: is this separation beneficial or could a more integrated approach lead to better outcomes?
At first glance, the argument for keeping these worlds separate seems compelling. Teachers, armed with specialised pedagogical training, should focus on the classroom, where their expertise directly impacts students. Researchers should concentrate on producing high-quality studies. Policy makers, meanwhile, need to balance the needs and interests of different stakeholders and make decisions.
However, evidence suggests that this siloed approach is unsatisfactory. For example, just 30% of education systems that responded to the Strengthening the Impact of Education Research policy survey are satisfied with the extent to which practitioners use research. What education systems need are more Marco Polos – the famous 13th century merchant – to help bridge divides between research, policy and practice in the same way he pioneered interactions between Europe and Asia.
Greater collaboration and communication between these communities would have many benefits. Teachers can enhance their practices by accessing the latest research findings. This would require them having research literacy and time to engage with the findings. Researchers can learn about the challenges that teachers and policy makers face to gain a better understanding of their needs and tailor their projects. Policy makers can have greater engagement with both groups to design and evaluate effective and equitable policies.
