The roundtable forum “Evidence for Excellence: Building Better Education through Informed Policy & Management” was successfully held on 2 Feb 2026. More than 40 EdUHK staff, students, and potential students participated in this event.
Presentation Summary
Firstly, the Head of department of Education Policy and Leadership(EPL), Professor Zachary Walker gave a welcome speech on the roundtable forum on evidence-based education, highlighting the importance of using research-informed practices in education. Dr Tsang Kwok Kuen, the programme leader of MSc Education Policy and Management programme, was the chair to deliver the roundtable presentation.
Professor Zachary Walker, Head of the Department of Education Policy and Leadership
Can Educational Research Reduce Cynicism? Uncomfortable Questions and a Call to Action
The first speaker from Amsterdam University of Applied Science, Dr. Izaak Dekker, presented on the challenges and potential of evidence-based education, discussing the pendulum swing in educational innovations and the need for research-practice partnerships. Dr. Dekker also shared findings on the current state of educational research, noting a shift towards qualitative studies and a decline in intervention studies, raising concerns about the relevance of research to practitioners.
From Data to Research: Evidence-based Classroom Instruction Improvement
Professor Zhu Zhiyong, from Beijing Normal University, presented on the concept of evidence-based education, distinguishing between data and evidence in educational research. He emphasized that evidence-based education focuses on practical applications and decision-making rather than academic research, citing official policy documents from China's Ministry of Education. Professor Zhu highlighted different types of evidence including descriptive data, school-based research reports, academic literature, policy documents, and successful educational experiences, arguing that these should guide educational practices rather than research findings.
Bridging the Research-Policy Gap: The Role of Systematic Reviews in Evidence-Based Education
Professor Sedat Gümüş, from the Education University of Hong Kong, presented on the use of systematic reviews for evidence-based policy making, highlighting how they can inform decision-making by synthesizing research findings across different contexts. He explained the difference between comprehensive systematic reviews and rapid reviews, noting that while the latter are more practical and quicker, they still maintain scientific rigor. Professor Sedat Gümüş shared examples of how systematic reviews have influenced policy decisions, particularly in education technology adoption, and demonstrated how organizations like the Education Endowment Foundation provide accessible rapid reviews to guide policymakers.
The ‘evidence-based practice’ within education: Monash Experience
Dr Philip Wing Keung Chan, a senior lecturer from Monash University and UNESCO Chief Specialist in ICT and Education for Rural Transformation, presented the ‘Q Project’, a five-year research initiative focused on enhancing the use of research evidence in Australian schools. This project, which cost approximately 30 million Hong Kong dollars, aims to support educators in effectively utilizing research evidence to improve student learning outcomes. Dr Chan highlighted the project's resources, including a published book and a practical handbook available for free download, as well as a model called “Quality Use of Research Evidence Framework” in education. The project has been working with over 100 schools across four states in Australia, providing professional learning and addressing gaps in the understanding and use of research evidence in schools.
Stakeholder Surveys and School Planning - Using Data to Promote Students’ Wellbeing
Principal Man Ho Chiu, from Po Leung Kuk C.W. Chu College, who has worked in education for over twenty years, shared how his school uses data from the government-led Stakeholder Survey to drive school improvement. Despite slight improvements over two years, he noted that quantitative survey results often show limited change, while qualitative insights from interviews and daily observations suggest positive progress in school culture and student behavior. The discussion highlighted the challenges of using survey data for school improvement and the importance of combining quantitative measures with qualitative insights.
From top left: Dr Tsang Kwok Kuen (Assistant Professor, the Department of Education Policy and Leadership); Dr Izaak Dekker, (Amsterdam University of Applied Sciences); Professor Zhiyong Zhu, (Beijing Normal University); Professor Sedat Gumus (Professor, the Department of Education Policy and Leadership); Dr Philip Wing Keung Chan (Monash University); Principal Man Ho Chiu (Po Leung Kuk C.W. Chu College)
We would like to sincerely thank our keynote speakers and participants who joined the roundtable on that day.