Research on research use in education: a systematic scoping review

Purpose This study aims to clarify how research use in education has been defined, conceptualized and empirically studied over the past three decades, addressing its growing prominence in policy and practice. Design/methodology/approach A systematic scoping review was conducted, analyzing 34 peer-reviewed English-language journal articles on research use among teachers, school leaders and educational systems. The analysis is framed within three generations of evidence use: rational-linear approaches, relational approaches and system-wide approaches. Findings The review highlights the global significance of research use in education. The concept is often used interchangeably with terms such as “research-informed practice” and “research engagement,” complicating efforts to link specific concepts to distinct understandings of research use. While many studies explore the influence of individual characteristics and organizational conditions, few investigate how research is integrated, negotiated and situated within educational practices or used to address specific challenges. These findings suggest that current research cannot be exclusively characterized as third-generation studies, which emphasize the contextual inseparability of research use. Research limitations/implications Although conceptual diversity is not inherently problematic, the lack of clarity may complicate cross-study comparisons and hinder theoretical development. Greater attention should be directed toward documenting how research informs practice within specific educational, organizational and social contexts. Originality/value This review is among the first to systematically map and discuss how research use is conceptualized and studied in education through a generational lens.