Teachers’ perceptions of evidence-informed practice : an analysis according to school complexity level in Catalonia

Suárez-Rivarola, Cecilia Inés (author), López-Crespo, Saida (author), Díaz-Vicario, Anna (author)

The research-informed approach is attracting increasing interest in European and national education policy, as well as in local education policy in Catalonia (Spain). Previous studies have revealed that it is associated with multiple benefits for improving equity and inclusion. This is particularly relevant in the case of vulnerable children: teachers’ use of research can facilitate more inclusive practices, benefiting the learning outcomes of such children. In the present paper, we analyse teachers’ perceptions of the importance of evidence-informed practices according to the level of complexity of the schools where they work. In doing so, we applied an ad-hoc survey to 314 early childhood, primary and secondary teachers working in high-, medium- and low-complexity schools in Catalonia. The measure of school complexity, as defined by the Catalan administration, classifies schools and distributes resources according to socioeconomic and administrative complexity indicators. Descriptive and comparative analyses were conducted. The findings revealed that although teachers acknowledge the value of educational research, its use is shaped by organisational conditions and the broader school context. Low-complexity schools provide more favourable environments for the systematic use of evidence, highlighting both an opportunity and a challenge to enhance these conditions in more complex settings. Nevertheless, differences across schools by complexity level are generally subtle, with only a few statistically significant variations. Time for training and regular practice evaluation emerge as key factors for implementing teachers’ evidence-informed practice across all school types.

• Language: English
• Keywords: evidence-informed practice, inclusion, research use, teacher, teaching practice
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2026
• Number of pages: Str. 81-102
• Numbering: Vol. 16, no. 1
• PID: 20.500.12556/RUL-181453
• UDC: 37.01
• ISSN on article: 2232-2647
• DOI: 10.26529/cepsj.2196
• COBISS.SI-ID: 274009859
• Publication date in RUL: 08.04.2026

Record is a part of a journal

• Title: CEPS Journal: Center for Educational Policy Studies Journal = revija Centra za študij edukacijskih strategij
• Publisher: Pedagoška fakulteta, Univerza v Ljubljani
• ISSN: 2232-2647
• COBISS.SI-ID: 254029824

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Zaznave učiteljev o na dokazih utemeljeni dejavnosti : analiza glede na stopnjo kompleksnosti vzgojno-izobraževalnih zavodov v Kataloniji

Abstract

Za na raziskavah temelječi pristop je v evropski in nacionalni izobraževalni politiki pa tudi v lokalni izobraževalni politiki v Kataloniji (Španija) čedalje več zanimanja. Prejšnje študije so pokazale, da pristop prinaša več koristi za izboljšanje enakosti in inkluzije. To je še posebej pomembno pri ranljivih otrocih: uporaba raziskav na strani učiteljev lahko olajša inkluzivnejše prakse, kar koristi pri učnih izidih ranljivih otrok. V tem članku analiziramo zaznave učiteljev o pomembnosti na dokazih utemeljene dejavnosti glede na stopnjo kompleksnosti vzgojno-izobraževalnih zavodov, v katerih delajo. Pri tem smo izvedli za ta namen sestavljeno anketo med 314 učitelji v vrtcih ter osnovnih in srednjih šolah, ki delajo v vzgojno-izobraževalnih zavodih z visoko, s srednjo in z nizko stopnjo kompleksnosti v Kataloniji. Merilo kompleksnosti vzgojno-izobraževalnih zavodov, kot ga opredeljuje katalonska uprava, razvršča vzgojno-izobraževalne zavode in razporeja vire glede na kazalnike družbenoekonomske in upravne kompleksnosti. Izvedene so bile opisne in primerjalne analize. Ugotovitve so pokazale, da učitelji sicer priznavajo vrednost raziskav na področju vzgoje in izobraževanja, njihovo uporabo pa oblikujejo organizacijske razmere in širši šolski kontekst. Vzgojno--izobraževalni zavodi z nizko stopnjo kompleksnosti zagotavljajo ugodnejše okolje za sistematično uporabo dokazov, kar poudarja priložnost in izziv za izboljšanje teh razmer v kompleksnejših okoljih. Kljub temu so razlike med vzgojno-izobraževalnimi zavodi glede na stopnjo kompleksnosti na splošno neznatne, z le nekaj statistično pomembnimi odstopanji. Čas za usposabljanje in redno ocenjevanje dejavnosti se kažeta kot ključna dejavnika za izvajanje na dokazih utemeljene dejavnosti pri učiteljih v vseh vrstah vzgojno-izobraževalnih zavodov.

• Keywords: na dokazih utemeljena dejavnost, inkluzija, uporaba raziskav, učitelj, pedagoška praksa, vzgoja in izobraževanje

Projects

• Funder: EC - European Commission
• Funding programme: ERASMUS+
• Project number: 020-1-ES01-KA201-082328
• Name: Evidence Informed Practice for School Inclusion
• Acronym: EIPSI