There was significant demand for rigorous evidence during the Covid-19 pandemic. In response, the education sector moved quickly to commission systematic reviews to support choices that had to be taken. Policymakers’ concerns about the effects of lockdown restrictions during the crisis, for example, led to reviews on the potential impact of school closures on learning outcomes.
The pandemic re-emphasised the importance of methodologically rigorous evidence synthesis to inform decision-making and further illustrated the problem that producing systematic reviews is often resource intensive and time-consuming, with reviews often falling quickly out of date. In the current era of data abundance and advances in research complexity, the challenges of completing well-conducted reviews to (often short) timetables are growing.
The articles in this special feature bring together different types of evidence syntheses dealing with the consequences of the Covid-19 pandemic on the educational system, as well as papers engaging with methodological developments in systematic reviews, such as bibliometrics and machine learning.
Articles are published open access and can be read freely online by anyone; please see the article list below.
Publication date: from 2nd October 2024
Editors
Dr Janice Tripney, Associate Professor of Social Policy, Social Research Institute, IOE - Faculty of Education and Society, UCL, UK
Dr Sabine Wollscheid, Research Professor, The Nordic Institute for Studies in Innovation, Research and Education (NIFU), Norway
Article list
Research article
Methodological issues in technology-mediated qualitative data collection: a mapping of research undertaken in schools during the Covid-19 pandemic
Leanete Thomas Dotta, André Freitas and Rita Tavares de Sousa
2024-10-09 Volume 22 • Issue 1 • 2024
Also a part of:
Uses of artificial intelligence and machine learning in systematic reviews of education research
Henrik Karlstrøm
2024-12-04 Volume 22 • Issue 1 • 2024
Also a part of:
Review article
The UK Prevent Strategy’s ‘fundamental British values’: a qualitative systematic review of perspectives from the education sector
Mark Reed and Rebecca Rees
2024-10-02 Volume 22 • Issue 1 • 2024
Also a part of:
Evidence use in higher education decision-making and policy: a scoping review of empirical studies from 2010 to 2022
Christoph Thiedig and Antje Wegner
2024-11-06 Volume 22 • Issue 1 • 2024
Also a part of:
Innovation through the implementation of technology in the context of school education: a systematic review
Thiago Freires and Amélia Lopes
2024-11-13 Volume 22 • Issue 1 • 2024
Also a part of: