Evidence Web for Education

The OECD Evidence Web for Education (EWE) is a global programme that helps education systems become more evidence-informed, equitable and efficient. It supports knowledge intermediaries* in improving the quality, coherence and effectiveness of their work and fosters co-ordination and learning across them.

Centre for Educational Research and Innovation (CERI)

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What is the project about?

The problem: Good evidence exists, but doesn’t reach those who need it

Around the world, a wealth of research exists on what works in education, how and under what conditions. Yet this evidence rarely reaches the people who can act on it. Why?

Research evidence is fragmented and inaccessible. Syntheses, summaries and other research-based resources are scattered across numerous platforms* in different languages, with inconsistent formats and quality standards – and no common way to search, compare or evaluate it, or assess how well findings from one context will transfer to another.

Teachers and policymakers cannot be expected to navigate this alone, but even those who support them struggle. Knowledge intermediaries* (a.k.a. knowledge brokers) are meant to bridge research, practice and policy, but it is hard for them to find and interpret relevant evidence, judge its quality and adapt it to their context.

The infrastructure needed to support evidence use is largely missing. In most countries, there is no national evidence platform showcasing effective research, no accessible tools or guidance to help intermediaries strengthen their capacity and no systematic opportunity for them to learn from peers facing similar challenges elsewhere.

The result? Efforts to improve teaching practice and education policy are too often not based on what we already know works. Resources are wasted and opportunities missed.

Our solution: EWE connects evidence with those who want to use it

EWE is a connected set of tools, resources and communities that work together to close the gap between what research tells us and what gets put into practice. Rather than producing more evidence, EWE focuses on what is missing around it: A way to find and trust the evidence that already exists, the skills and tools to use it well, a community to learn from, and the safeguards needed as artificial intelligence reshapes how evidence is generated and used. Each part reinforces the others: Better access to evidence is only useful if intermediaries have the skills to apply it, and skills are best built together with peers facing similar challenges.

A global Evidence Meta-Portal

A user-friendly single-entry point where intermediaries can search across the world’s major evidence collections, see how robust the evidence is, understand how it applies to their context and receive actionable, readable summaries.

The Evidence Meta-Portal is being developed in close partnership with major evidence repositories around the world. The platform will connect key repositories, establish common definitions, transparent and comparable evidence dimensions and thematic categories, and support navigation across diverse formats and standards. It will also draw on comparative research and user-centred design to ensure the Meta-Portal is practical, and tailored to the real needs of intermediaries.

Read more about the Evidence Meta-Portal (see below section on Evidence Meta-Portal)

Resource Bank for intermediaries

A growing set of ready-to-use resources (research briefs, case studies, guidance tools) to help knowledge intermediaries do their work better. The Resource Bank supports intermediaries in:

Synthesising, disseminating and communicating evidence

Setting up and facilitating research-practice and research-policy partnerships and networks

Supporting policy organisations and schools in engaging with evidence

Creating systemic conditions and incentives for effective knowledge mobilisation*

Evaluating their own practices, to build knowledge about what works for intermediaries

These materials draw on international and national research and on promising practices identified among intermediaries, including the OECD’s own analytical work in this area.

Explore the Resource Bank (see below section on Resource Bank)

A Peer Learning Community

A network connecting knowledge intermediaries across countries so they can learn from each other, share what works in their context and build their skills together. The Learning Community supports intermediaries through:

Live case studies and ask-an-expert webinars exploring specific knowledge mobilisation challenges

In-person seminars to work through shared challenges in depth

Tailored country support, helping policy units learn from peer countries to develop their own evidence use strategy

A digital platform that facilitates resource sharing, idea exchange and collaboration among intermediaries across different networks and regions

Activities take different forms depending on participants' needs and challenges and are supported by expert input.

Read more about our Learning Community (see section below on the Learning Community)

If you work to connect research with policy or practice in education, join our Digital Community Platform: Register here.

AI and Evidence

Experiments, tool development and knowledge building and sharing to support intermediaries’ work and thinking on how Artificial intelligence (AI) is affecting the ways they generate, synthesise and communicate evidence, and the ways policymakers and practitioners use it.

Development work to support trustworthy AI outputs in the field of evidence synthesis, dissemination and use through collaboration with intermediaries.

Learn more about our upcoming work on AI (see below section on AI and Evidence)

Achievements to date

In its first phase, EWE has built a strong foundation across its pillars, convening global expertise, conducting original analysis, and developing the first tools and resources now reaching intermediaries worldwide.

Previous and current research

The CERI project Strengthening the Impact of Education Research (2021-2024) has mapped who facilitate the use of evidence, through what mechanisms and what barriers still remain through three surveys:

OECD survey of ministries of education on evidence use

The 2021 OECD Strengthening the Impact of Education Research Policy Survey mapped the actors, mechanisms and conditions shaping research use in education policy and practice, including barriers related to mindset and culture, resources, skills and capacity, and aspects of research production such as accessibility, relevance and funding.

37 systems representing 29 countries participated, reflecting education ministries’ perspectives on research production and use. Findings are available in the Who Cares about Using Education Research in Policy and Practice? and the Who Really Cares about Using Education Research in Policy and Practice? reports.

A summary can be found here

OECD survey of knowledge intermediaries on evidence use

The 2023 OECD Survey of Knowledge Mobilisation in Education extended the inquiry to knowledge intermediaries, organisations sitting between research, policy and practice in education. The survey characterised knowledge mobilisation activities across different types of organisations and explored their effectiveness and impact.  

It collected 288 responses from organisations in 35 countries. Findings – analysed alongside the earlier ministry data – are presented in the Everybody Cares About Using Education Research Sometimes report.

A summary of findings can be found here

OECD-SUMMA survey on evidence use in Latin America and the Caribbean

Since 2025, EWE has partnered with SUMMA (the Laboratory of Education Research and Innovation for Latin America and the Caribbean) to examine how education policies are developed and reformed across the region – with particular attention to how evidence is used, contested or sidelined in policy processes.

A survey across 10 countries is bringing together perspectives from ministries of education, political actors, research organisations, civil society, and other key intermediaries. A regional comparative report is expected in the first half of 2027.

Insights from our Research

The CERI project Strengthening the Impact of Education Research (2021-2024) ) identified the following main developments and challenges in the field:

Developments

There is more high-quality education research than ever, which can serve to improve teaching and learning and inform policies.

Evidence is translated and contextualised to more national contexts today than ever before.

There is a growing number of trusted evidence platforms with robust research and high-quality standards.

Challenges

It is still hard for policymakers and practitioners to judge the quality of research and to find synthesised evidence on a given topic of interest.

There is no coordination and alignment across evidence platforms. They use different quality standards and some of them are not transparent about their criteria to assess evidence.

The uncoordinated efforts of evidence syntheses result in duplicated work and gaps in evidence, reflecting inefficient use of resources.

Most evidence platforms are practice-focused, while much less evidence is tailored for policy questions.

Developments

There are increasingly more formal knowledge intermediaries (i.e. organisations with an explicit mission to facilitate the use of evidence) and they cover a wide geographical area. Some have accumulated substantial experience in the field and have applied innovative approaches.

Challenges

Formal intermediaries rarely learn from each other. Peer learning and knowledge exchange are still quite limited.

Developments

There is a growing body of evidence on knowledge mobilisation itself (i.e. how to facilitate the use of research effectively).

Challenges

There are still knowledge gaps on the effectiveness of various knowledge mobilisation activities.

Research on knowledge mobilisation itself has not been synthesised and made widely and easily accessible. This makes it difficult for new intermediaries to easily develop robust strategies and work plans.

Key Terms

Any intentional effort to increase the use of research evidence in education policy and/or practice, from synthesising and translating findings, to supporting dialogue between researchers and decision-makers, to building the organisational conditions that allow evidence to be consistently used and acted on. It’s the work of making sure that what works reaches those who can act on it. 

Also known as knowledge brokers, they are organisations, or units and roles within organisations, that play an essential role in knowledge mobilisation, enabling practitioners and policymakers to engage with research and apply it to their practices and decision making. They take many forms: Dedicated teams within ministries of education, independent research organisations, teacher education providers, research funders, school improvement agencies and more. If you work to connect research with the people and systems that need it, you are probably one of them.

Education evidence platforms (or repositories) are structured systems that collect, store, organise and provide access to different forms of research synthesis and dissemination resources that support evidence-informed decision making in education.

Evidence Meta-Portal

The Global Education Evidence Meta-Portal will be a single, user-friendly entry point for searching across the world's major education evidence collections, with tools to identify the best fitting most relevant and usable resources, assess how robust the evidence is, how well it applies to your context, and adapt it to your need. Developed in close partnership with major evidence repositories worldwide, the Meta-Portal is currently in development.

The challenge

The ecosystem of education evidence translation has expanded rapidly, with many platforms offering synthesised, user-friendly products (reviews, summaries, policy briefs, practices guidelines, comparative portals). However, intermediaries often struggle to identify what exists and which products best meet their needs.

Platforms use different terminologies, classifications and quality standards – often without transparent reporting – making comparison and appraisal difficult.

Efforts are fragmented: repositories frequently duplicate similar syntheses while important gaps remain. Collaboration and adaptation of products across contexts are still limited (e.g. adaptation of the EEF Toolkit across countries remains the exception rather than the norm).

Our solution

The Evidence Meta-Portal will be a one-stop-shop for intermediaries to access quality education evidence syntheses and dissemination products across the ecosystem, with support to appraise, compare and adapt them to their context and needs. The Meta-Portal will also serve intermediaries who develop and manage evidence portals, platforms and products themselves, helping them discover innovative dissemination formats, adopt good practices, signpost mutually, avoid duplications and work more efficient.

Alongside the Meta-Portal, the EWE project and evidence translation organisations are jointly establishing standard definitions, taxonomies, quality guidelines and crosswalks in evidence translation to make the ecosystem more navigable, consistent and comparable for users, foundational work that benefits the wider knowledge translation field.

Timeline

Our way of working

The Meta-Portal and shared standards are being built on three streams of input that converge:

1. Repositories' technical knowledge and experience

Evidence Repositories Working Group: The OECD convenes organisations managing major global education evidence platforms and methods experts to foster learning and collaboration, promote transparency, and overcome fragmentation across repositories by co-developing shared definitions and taxonomies, quality guidelines and crosswalks. And ultimately to build the Meta-Portal infrastructure with them.

*List of partner organisations and experts to be added soon

Working groups like this one, bringing together intermediaries to generate joint outputs, are one of the initiatives of our Learning Community for Brokers.

• A comparative study of repositories and products. We are conducting an analysis provide a detailed description of educational research evidence repositories with respect to their content, structure, formats, quality standards and classification criteria. To provide a basis for comparing these repositories to identify similarities and differences, and potential for developing a crosswalk between them.

2. Users' needs and experience

User design activities with evidence intermediaries are being conducted throughout the development process:

Interviews to identify user journeys, use cases and pain points.

UX/UI testing and co-design workshops for the frontend prototype.

Testing and evaluating the pilot Meta-Portal with real users.

3. Research evidence on what works in portals

The OECD has commissioned a Rapid Realist Review to understand what features, through what mechanisms, in what context and for whom portals, platforms and other translation infrastructures work effectively in increasing access and use of evidence by policymakers and practitioners. Its results will feed into the design of the Meta-Portal, the reporting and quality standards for portals and new guidelines for brokers managing portals. Read the rapid review protocol here

This review and practice guidelines informed by it will be publicly available in our Resource Bank for Brokers (see more information about the Resource bank below).

Built a 30+ expert group and secured the buy-in of all major global repository hosts. Co-developing the taxonomies and standards that will constitute the blueprint of the Meta-Portal.

Architecture map and backend tests — proving the technical feasibility of the Meta-Portal.

Conducting a rapid review to understand what features, through what mechanisms, in what context and for whom portals, platforms and other translation infrastructures work effectively in increasing access and use of evidence.

Analysed 50+ evidence products from 13 major repositories. Exploratory work done to map mechanisms of collecting policy and practice needs; analysis of question databases and visioning of a global needs map.

The programme will consolidate and support the adoption of shared taxonomies, standards and guidelines among intermediaries with the backing trust of major actors.

The Meta-Portal will move to a fully functioning prototype consolidating the design based on user testing. The Meta-Portal will be piloted to evaluate whether it works with brokers in real life. From 2028 we will open access to the portal, extend it with additional evidence repositories, and develop a method for regular systematic living updating.

Identify gaps in evidence of what works in evidence dissemination, share innovative translation formats and evaluations and foster peer learning among evidence platforms.

The programme will create global living maps of evidence needs and evidence products. By connecting this with the global evidence map and living syntheses currently being developed by a consortium, the EWE programme will be able to identify critical knowledge and translation gaps.

Roadmap

Latest version

Links

Rapid Review Protocol

Resource Bank

The OECD-EWE Resource Bank brings together practical, research-based knowledge to support evidence use and knowledge mobilisation in education. Whether you are designing a knowledge mobilisation strategy, supporting evidence use, building partnerships or evaluating impact, the Resource Bank provides offers tools, briefs, case studies, and guidance to help you do your work better.

The challenge

Knowledge about effective brokerage strategies remains fragmented across research, organisations and countries. Many intermediaries lack easy access to practical, research-informed tools, examples and guidance to strengthen their work. Evaluation of knowledge mobilisation activities is also underdeveloped, making it difficult to understand what works, for whom and under what conditions.

Our solution

Knowledge brokers and evidence intermediaries are a key part of the process that ensures evidence is taken up, systematically and at scale, in policy and practice. The Resource Bank is a curated set of research-based resources supporting these actors (and other educational actors) in strengthening evidence use. Co-developed with expert partners across countries, it brings together evidence and practical experience to stimulate discussion and reflection on knowledge mobilisation practices.

Resources include:

Practical tools to support knowledge mobilisation, including strategy design, co-creation and stakeholder engagement, capacity building, research-practice partnerships and other evidence use activities. Examples include a Theory of Change toolkit for designing and planning knowledge mobilisation strategies, a Research-Based Professional Enquiry toolkit to support schools in embedding evidence-informed improvement, and practical guidance on areas such as collective evidence appraisal and evidence-use competences.

Case studies showcasing diverse, innovative or promising knowledge mobilisation initiatives and evidence-use systems from different countries and organisations. These include system case studies mapping national knowledge mobilisation infrastructures in education systems, as well as research-practice partnership (RPP) policy arrangement case studies illustrating how different governments create enabling conditions for sustained collaboration between research and practice.

Research briefs synthesising emerging knowledge on evidence use and the intermediary role of different educational organisations, including teacher education institutions, research organisations and inspectorates.

A handbook to help organisations design, evaluate and strengthen their knowledge mobilisation activities, including evaluation frameworks and user-friendly decision aids on selecting appropriate evaluation methods for different contexts and resource levels.

Developed research based professional enquiry materials for use in schools, research briefs on the intermediary role of specific organisations, and further tools have been selected for development by the end of 2026. See full list below.

Published the first OECD system case study mapping Chile’s education knowledge mobilisation system, with further case study series in development (e.g. research-practice partnership policy arrangements; evidence needs processes mapped in different systems).

Convened an international expert group of researchers and intermediaries in the educational field to co-develop practical resources for evaluating knowledge mobilisation activities. This includes producing a handbook on evaluation frameworks and practical guidance on selecting appropriate evaluation methods for knowledge mobilisation initiatives.

Conducted user research with intermediaries and other educational actors to understand their needs, priorities and challenges. This has informed both the development of individual resources and the prototype design of the platform.

Continue developing practical tools in response to the needs of intermediaries, building on activities from the Learning Community (e.g. resources on research-practice partnerships, AI-supported evidence synthesis) and priorities identified by the EWE community. We will also translate emerging research into practical guidance (including briefs and guidance notes highlighting key findings of the Rapid Evidence Assessment on Evidence Dissemination) and commission new evidence assessments.

Grow the country and thematic cast study collection through applied work with external partners and experts, capturing evolving practice in knowledge mobilisation, research-practice partnerships and evidence needs processes. Quality assurance processes will be agreed to periodically review, update and integrate external contributions.

Maintain the evaluation handbook as a living resource, regularly expanded with new evaluation methods, practical examples and real-world applications contributed by experts and users. Building on these, EWE will support organisations in evaluating their own knowledge mobilisation activities through guidance, peer learning and tailored support.

Trial version of the Resource Bank (2027–2028) with intermediary organisations, using the results to inform a redesign that improves usability and relevance. Ongoing user research and testing will keep the Resource Bank responsive to what its users actually need.

The resource bank will continue to grow the number of research-based tools and resources for intermediaries and brokers.

Through these developments, the Resource Bank will evolve into a living global hub that continuously generates, synthesises and shares knowledge on knowledge mobilisation, while supporting intermediaries in applying the latest evidence, tools and evaluation approaches in practice.

Resources under development

Name of resource	Description
Research-based professional enquiry toolkit	Supports teachers and school leaders to use research evidence through structured professional enquiry cycles.
Quality Use of Research Evidence (QURE) framework and resources	Helps organisations and practitioners assess and strengthen the quality of research evidence use.
Theory of Change (ToC) toolkit	Practical guide to developing and using theories of change for knowledge mobilisation initiatives. It helps users clarify assumptions, identify expected outcomes and strengthen planning and evaluation.
OECD Standards and Guidelines on Quality Assurance of Research Use in Schools toolkit	Supports schools, quality assurance bodies and related organisations in embedding high-quality research use into their policies and practices.
Collective evidence appraisal and simulation toolkit	A facilitated workshop toolkit that enables groups to collaboratively appraise research evidence and practise evidence-informed decision making through realistic simulations and discussion exercises.
Competences in Evidence Use: Tool for Policy Makers and Researchers	A competence framework and self-reflection tool that helps policy makers and researchers strengthen the knowledge, skills and behaviours needed for effective evidence use and collaboration.
Framework for evidence-informed policy making (EIPM)	A practical framework that helps governments and public organisations assess and strengthen the institutional conditions for evidence-informed policy making. It supports reflection on capacities, processes and organisational culture.

Name of resource	Description
Leerpunt case study on RPP policy arrangements	Examines the policy arrangements supporting a large-scale research-practice partnership in Flanders, Belgium. It explores governance, funding, intermediary roles and lessons for sustaining research-practice collaboration.
Building a Culture of Inquiry: Research-Practice Partnerships in Alberta, Canada	Explores one approach to building a culture of inquiry through research-practice partnerships in Alberta. It highlights the policy conditions and collaborative structures that support sustained evidence use in the province.
ULF case study on RPP policy arrangements	A case study of Sweden's ULF programme, examining how national policy arrangements support long-term research-practice partnerships between universities and schools.
Moving towards a system approach to knowledge mobilisation in Dutch education	Analyses how the Netherlands is developing a more coordinated knowledge mobilisation system through initiatives such as Ontwikkelkracht and the National Knowledge Organisation (NKO).
A funding scheme for the co-creation of policy-relevant research in Latvia	Examines Latvia's funding model for supporting the co-creation of research between policy makers and researchers.
Japan: Dialogue platform to build common understanding	Describes a dialogue platform designed to foster shared understanding between researchers, policy makers and practitioners.
The education knowledge mobilisation system in Chile	A system case study mapping Chile's education knowledge mobilisation landscape, including key actors, relationships, capacities and policy levers.
A systems approach to supporting knowledge mobilisation in the Economic and Social Research Council (ESRC) Education Research Programme – United Kingdom	Examines how the ESRC Education Research Programme supports knowledge mobilisation through coordinated funding, partnerships and intermediary activities.
Evidence needs mapping: England's Areas of Research Interest	Examines how England's Areas of Research Interest identify and communicate policy evidence needs.
Evidence needs mapping: Flanders	Describes Flanders' approach to identifying evidence needs and informing research priorities.
EEF Pipeline approach to selecting evaluation of KM method(s)	Describes the Education Endowment Foundation's pipeline approach to selecting appropriate evaluation methods for knowledge mobilisation initiatives.

Name of resource	Description
A handbook for educational intermediaries to evaluate the impact of knowledge mobilisation	A practical handbook that helps educational intermediaries evaluate the impact of their knowledge mobilisation activities. It brings together evaluation frameworks, methods and practical guidance for planning and conducting evaluations.

Learning Community

The OECD-EWE Learning Community is a global network connecting knowledge brokers across countries. A place to learn from one another, share what works in different contexts, and build skills together. On this page, you’ll find our upcoming and past seminars, webinars and other peer learning activities, and an online community platform and information on how to join.

The challenge

Many knowledge brokers and intermediaries do not identify themselves as such, and there is limited clarity about the diverse roles they play and how these complement one another. Actors are often unfamiliar with the work of peers in other organisations, countries or areas of knowledge mobilisation.

As a result, opportunities for capacity building, knowledge exchange and collaboration remain limited, despite significant potential for mutual learning across different forms of brokerage work. For example, between individuals supporting government decision making and organisations managing evidence platforms or research–practice partnerships.

Our solution

The EWE Learning Community provides learning, exchange and networking opportunities for knowledge intermediaries and brokers, aiming to strengthen the quality, coherence and impact of their knowledge mobilisation work. In short, EWE supports the supporters, bolstering the capacity of those who help ensure that evidence is relevant, accessible and used.

Activities are tailored to the needs identified by intermediaries themselves. Through peer learning, participants collaboratively reflect on challenges and develop their capacities based on research and accumulated experience. EWE complements existing initiatives by connecting intermediaries across networks, sectors and regions.

EWE facilitates peer exchange and learning across three concentric circles: a core expert community, a network of intermediaries and brokers – both independent and embedded in public administration –, and a wider network of educational organisations and stakeholders.

These include an informal advisory group of experts and government officials that helps guide the project’s work regularly; a core working group deeply invested in the programme’s work on evidence dissemination and benefiting from peer-learning through expert meetings and co-development (see the section on Evidence Meta-Portal above); a specialist working group on evaluating the impact of knowledge mobilisation (see the section on Resource Bank above); and a community focused on research-practice partnerships (RPPs) that learns together and co-produces resources.

Delivered an intensive in-person learning seminar on the sustainability and scaling of research-practice partnerships, and a webinar series covering the value of using scientific evidence, AI and evidence synthesis, and specific knowledge mobilisation actors and systems.

Launched an online community platform for sharing resources and events, and coordinated with existing networks of intermediaries (BE2, EEN, INGSA-RFICS, NNERPP, and EKBN), to avoid duplication and create synergies.

Leading to research partnerships, mutual learning opportunities, and improved coordination across efforts.

The expert groups and communities will continue co-developing and innovating the global infrastructure, with their outputs feeding into the Meta-Portal and Resource Bank. Once the Meta-Portal is launched, the expert working group will evolve into a co-owned community organised around thematic clusters (e.g. evidence standards, dissemination, transferability), a space where repository organisations share developments, test ideas and see new work work progressively integrated into the Meta-Portal.

Activities will continue to be tailored to intermediaries’ needs, including an international conference on the impact of knowledge co-production between researchers and practitioners (currently in co-development), and further online meetings and workshops organised around thematic clusters, such as the evaluation of knowledge mobilisation.

Extend peer learning to a wider range of educational organisations (teacher education providers, inspectorates, consulting firms, edtech, and other actors involved in connecting research, policy and practice) through webinars, instructional videos and live case studies. A first webinar series will showcase the work of different Education Evidence Platforms.

Co-develop a Theory of Change for the wider evidence ecosystem (generation, synthesis, translation, and supporting use); connect this to what different initiatives are doing and develop a way to evaluate joint impact; draw lessons from intermediary support activities; and co-develop a vision on the role of intermediaries in the age of AI.

Relevant links

See our public webinars in the Read and Watch section below
If you work to connect research with policy or practice in education, join our Community Platform – a digital platform for ongoing resource-sharing and ideas exchange, where you may also access additional community webinars. Register here

AI and Evidence

Development work to support trustworthy AI outputs in the field of evidence synthesis, dissemination and use through collaboration with intermediaries.

The challenge

A policymaker or a school leader can now get an evidence brief from an LLM in seconds. However, AI’s evidence summaries can still treat a single study at the same level as a Meta-analysis, and sometimes invent findings and references. As AI tools are increasingly adopted by education ministries and school networks, ensuring that these tools draw on quality-assured evidence is essential to prevent misinformation from reaching classrooms.

Knowledge intermediaries everywhere are already experimenting with AI tools, but they do not always rigorously evaluate, document and publish their experiments. And the policymakers and their advisors need to understand what AI can and cannot do for evidence synthesis and summaries, and how to use these tools well and effectively.

Collective effort is needed to make sure that AI produces trustworthy evidence outputs and that knowledge on what AI can and cannot do to support evidence synthesis and use is systematically accumulated and shared.

Our solution

The EWE programme contributes to this collective effort in three ways:

Developing shared language and standards to be used across the evidence producer and user communities – to create the conditions for AI to produce increasingly more trustworthy evidence outputs

Building knowledge by experimenting with AI in policy-focused evidence brokering

Sharing knowledge on AI application in evidence synthesis, dissemination and use, fostering peer learning and reflection on the role of knowledge brokers and how AI is reshaping it.

A shared language on evidence synthesis and dissemination, together with rigorous standards for reporting and assessing evidence certainty, provides a foundation for AI to accurately judge and summarise evidence products a Evidence Meta-Portal (See above more information for Evidence Meta-Portal)

Used AI to conduct a scoping review on selected policy topics for CERI (reviewed by topic-expert OECD analysts) and to extract data from 50+ evidence products from 13 education evidence repositories for a Evidence Meta-Portal (see above Evidence Meta-Portal for more information)

Five webinars covering the state of the art in AI-supported evidence synthesis, dissemination and use:

Using AI Tools to Improve Evidence Synthesis: State of the art
AI Tools for Policy-Ready Summaries: From Early Prototypes to Practical Use
AI For Teachers: Turning Education Evidence into Classroom Practice
GenAI for knowledge brokers supporting evidence-informed policymaking
GenAI in evidence-informed policymaking

Recordings are available to members of the EWE Community Platform.

See Learning Community section.

Integrate or develop AI tools within the Meta-Portal and Resource Bank to help users navigate evidence and creating high-quality briefs. Support transparent, user-friendly queries of OECD evidence in collaboration with other OECD Directorate for Education and Skills teams, codifying OECD evidence using the Meta-Portal’s taxonomies, standards and standards, and developing an AI tool that generates evidence summaries in response to policy questions. Work to ensure that existing AI systems draw on the Meta-Portal’s curated, quality-assured content.

Conduct further experiments using AI tools for policy research and brokerage to support evidence-informed policymaking, tracking tools’ capabilities and reliability across tasks such as scoping review, data extraction, data analysis, and drafting evidence summaries and policy briefs. These will help identify efficiency gains and human-AI complementarities for a future-proof policy advice function.

Continue sharing the accumulating knowledge on what AI can and cannot do reliably and what it should and should not do, drawing on brokers’ experiments and emerging indicators of AI capabilities. This will include ongoing webinars, blogs, and forward-looking reflections on the knowledge brokers’ role in the age of AI.

Publications

See all publications

Working paper

The education knowledge mobilisation system in Chile

10 March 2026

46 Pages
Policy paper

How can quality assurance agencies support research use in policy and practice?

4 December 2025

33 Pages
Policy paper

How can research and initial teacher education institutions support research use?

30 September 2025

25 Pages
Report

Everybody Cares About Using Education Research Sometimes

7 February 2025

170 Pages
Policy paper

Yes Minister, Yes Evidence

Structures and skills for better evidence use in education policy

5 April 2024

42 Pages
Report

Who Really Cares about Using Education Research in Policy and Practice?

Developing a Culture of Research Engagement

28 July 2023

262 Pages
Working paper

More than just a go‑between

The role of intermediaries in knowledge mobilisation

19 December 2022

58 Pages
Report

Who Cares about Using Education Research in Policy and Practice?

18 July 2022

252 Pages

Blogs & Webinars

The education knowledge mobilisation system in Chile: Insights that resonate beyond borders (26 May, 2026)
How can education inspectorates support research use in schools? (6 Mar, 2026)
From research on the shelf to research in use 4 February 2026
How can researchers and initial teacher trainers foster research use? (10 Dec, 2025)
What is knowledge mobilization and why do we need it?, 13 July 2025
Sweet dreams (are made of evidence), 3 September 2024
How to be a Marco Polo of education research, policy and practice, 19 September 2023
Even The Beatles needed an Intermediary, 13 January 2023
Who sparks the engine for research to fly? Knowledge intermediaries in education (13 Feb, 2025)

More facts, key findings and policy recommendations

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Contacts

Meet the team

Nóra Révai Project Leader, Analyst
Alvaro Ferrer-Blanco Analyst
Tali Malkin Analyst
Melissa Mouthaan Analyst
José Manuel Torres Analyst
Aurelija Masiulytė Project Assistant
Kristin Ehlert Project Assistant
Cristian di Vico  Intern
Virgina Fidenti Intern

For queries or more information, please contact the team: EDResearch@oecd.org

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