Global education researchers recognized for innovative methodologies at Shanghai forum

Methodologies play a decisive role in empirical education research and the innovation of education sciences in the digital era, helping to lay a solid foundation for policymaking and the development of education worldwide, said global education researchers and scholars.

This consensus was reached at the 10th Forum on Empirical Education Research held last month in Shanghai. At the event, five researchers from around the world were honored with the inaugural Global Award for Innovation in Education Research Methods. This award was established to recognize innovation in education research, enhance empirical education studies, and contribute Chinese educational insights to the global community.

Dubbed the "Nobel Prize in Education" and initiated by the Faculty of Education at East China Normal University, the award is the first of its kind globally. The recipients — Stephen J. Ball, Annette Lareau, Herb Marsh, Min Weifang, and Andreas Schleicher — were recognized for their groundbreaking contributions to empirical education research and methodology.

Yuan Zhenguo, head of the Faculty of Education at East China Normal University and a key planner of the award, emphasized the importance of empirical research in education sciences, aligning it with the rigorous evidence-based standards of natural sciences. He noted, "Education research methods play a decisive role in the innovative development of pedagogy as a discipline, as well as in broader educational advancements."

Among the awardees, Herb Marsh, a professor at the Institute for Positive Psychology and Education at Australian Catholic University, is one of the world's most influential educational psychologists. He described the recognition of his methodological innovations as "special" and "a real honor".

Marsh's research spans diverse areas, including self-concept formation and intervention, student evaluations of teaching effectiveness, peer support, and bullying prevention. He is renowned for his "Big-Fish-Little-Pond Effect" (BFLPE) theory and his expertise in quantitative methods such as structural equation modeling, factor analysis, and multilevel modeling.

The award citation highlighted Marsh's interdisciplinary contributions, stating, "He has advanced contemporary educational psychology by integrating scientific measurement and evaluation methods into research on self-concept and learning motivation."

Reflecting on the field's progress, Marsh noted the transformative impact of technology on quantitative research. "The current explosion in research methods, driven by new technologies and tools, is incredibly exciting. A solid methodological foundation is essential for understanding and leveraging these innovations," he said.

Min Weifang, honorary dean of the Graduate School of Education at Peking University, was recognized for his seminal contributions to the development of educational economics in China.

The award citation praised Min's work, stating, "His efforts have significantly advanced the discipline of educational economics in China, refining its theories, developing its methodologies, and cultivating talent."

Min underscored the critical role of research methods in the growth of any discipline. "Breakthroughs in science are often tied to innovations in research methods. This award will inspire education researchers to embrace technological advances and refine their methodologies," he said.

Min highlighted the unique characteristics of educational economics in China, shaped by diverse academic teams, theoretical backgrounds, research fields, and methodologies. He noted that Chinese research often addresses urgent practical issues arising from the nation's development and transformation, providing insights that differ from Western perspectives.

"Many Chinese studies shed light on areas unexplored by Western researchers, enriching the global discourse on educational economics. These contributions have profoundly influenced China's education policies and practices," Min explained.

Yuan Zhenguo expressed optimism about the global impact of Chinese education research, emphasizing the country's rich educational heritage dating back to Confucius. However, he acknowledged that much of China's educational thinking remains underappreciated internationally.

"With continued efforts in empirical research and international collaboration, Chinese researchers are increasingly contributing to global education, especially in addressing challenges posed by AI and digitalization," Yuan said.

He concluded, "China's education research not only drives our nation forward but also propels global education development."