Making research count in science education policy

Abstract

Science education plays a vital role in the UK’s society and economy. It equips individuals with the knowledge and confidence to engage in public debates on science-related issues and make informed decisions in their daily lives.¹ By fostering critical thinking and a commitment to lifelong learning, science education supports a dynamic and adaptable STEM workforce. It also provides the skills required for a wide range of careers, helping to sustain the UK’s leadership in science, technology, engineering, and mathematics.

This report summarises discussions from a one-day symposium held in London on 22nd July 2025. The symposium brought together 25 delegates from higher education institutions, subject associations, and learned societies to explore opportunities for closer alignment and effective collaboration between research and policy in England.

The symposium revealed significant barriers to policy engagement, including academic incentives that prioritise publications over policy impact, the perceived opaqueness of the policy process, and the challenge of effectively communicating complex research. Current policy influence often stems from long-term, direct involvement of researchers or through the brokering efforts of learned societies and subject associations. The science education research ecosystem is fragmented and underfunded compared to other sectors, which limits its capacity for long-term, impactful studies.

Key recommendations for strengthening the research-policy nexus emerged. Participants stressed the importance of research independence, arguing against aligning research frameworks solely with transient policy agendas. Intermediary bodies should more effectively bridge existing research with policy needs. Fostering strategic partnerships and a more unified voice within the research community are crucial. Establishing sustainable institutional mechanisms, such as university-based policy institutes, and integrating communication strategies from the outset of science education research projects were also identified as vital steps.

The contents of this note do not necessarily represent the views of the two host organisations or the employers of those who attended, nor are they a consensus view of the attendees. Nevertheless, the ideas presented and developed during the event offer valuable insights for future efforts to bridge the gap between science education research and policy.

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Identifiers

ORCID for Wonyong Park: orcid.org/0000-0002-8911-5968

ORCID for Chris Downey: orcid.org/0000-0002-6094-0534

ORCID for Carys Hughes: orcid.org/0000-0002-1410-5474

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