About this Research Topic

Background

In increasingly complex and dynamic educational landscapes, the need for strengthened connections between research, policy, and practice is paramount. Knowledge brokerage and relational networks hold considerable potential in forging these connections. Yet, the intersection of these concepts remains an underexplored terrain with several prominent gaps within the scholarly literature. Limited research exists at the intersection of knowledge brokerage and relational networks within education contexts. Though individual studies have shed light on these concepts, there is a lack of comprehensive understanding of how they interact and influence one another. Furthermore, the current body of research, though promising, provides little clarity on the future directions the field should take. What are effective strategies for engaging knowledge brokerage within educational networks? How can relational networks be designed to utilize knowledge brokers to promote evidence-informed policy and practice? What roles and impacts do different knowledge producers, brokers, and users realize within these networks?

This Research Topic invites submissions that delve into these challenges, focusing on the potential of knowledge brokerage and relational networks in promoting evidence-informed policy and practice within education. Our goal is to foster a community of scholars, practitioners, and policymakers committed to bridging the gaps between theory and practice, contributing to both the academic discourse and tangible improvements across education systems. Specifically, the aims of this Research Topic are twofold. First, we seek to advance the scholarly literature in this area, moving beyond foundational applications to explore empirical, theoretical, and methodological contributions that will push the boundaries of our understanding. This includes uncovering nuanced dynamics, designing innovative models, and generating insights that shed light on the intricate interplay between knowledge brokerage and relational networks. Second, we desire to elevate the importance of the practical relevance of this research. Recognizing that theoretical advancements must be tethered to real-world applications, this issue encourages submissions that not only contribute to the academic discourse but also articulate clear implications for policy, practice, and educational leadership. By bridging these dual aims, we will cultivate a body of work that enriches the academic field while simultaneously informing meaningful and sustainable change within education systems.

This Research Topic invites submissions that delve into these challenges, focusing on the potential of knowledge brokerage and relational networks in promoting evidence-informed policy and practice within education. Contributions may include, but are not limited to, theoretical explorations, empirical studies, and methodological advancements. Topics might include, but are not limited to:

• Explorations of the characteristics, functions, and effectiveness of knowledge brokers within education networks.

• Analyzing various models and strategies to build relational networks that utilize knowledge brokerage strategies.

• Exploring the ethical dimensions and equity implications of employing knowledge brokerage and relational networks in diverse and multicultural educational environments.

• Studies querying how knowledge brokerage and relational networks can be strategically leveraged to support theoretical advancements and practical applications in education.

• The introduction or evaluation of research methodologies that help in understanding the dynamics, complexities, and outcomes of knowledge brokerage and relational networks.

• Analysis of how knowledge brokerage and relational networks influence policy formulation, implementation, and evaluation in educational settings.

Keywords: Evidence-informed, policy and practice, Knowledge brokerage, Relationships Networks, Educational change, Research use

Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

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