In the past two decades, emphasis on research use in education has grown, driven by policy directives and scholarly advocacy. This systematic scoping review addresses the understanding of research on 'research use' in education, focusing on its definition, conceptualization, and empirical examination. Analyzing 35 peer-reviewed English-language journal articles on research use among teachers, schools, leaders, and municipalities, this study draws on Boaz and Nutley's (2019) three generations of evidence use. The first generation highlights rational-linear models and 'knowledge transfer.' The second focuses on relationship building and ‘knowledge exchange,’ enhancing communication between researchers and users. The third adopts a system-wide perspective, emphasizing contextual and structural influences, embodied in ‘knowledge mobilization.’ This framework aids in conceptualizing research use. Our review reveals diverse global contexts, with significant contributions from Anglo-Saxon regions. Publications have increased since 2016, showing an even split between qualitative and quantitative studies, with a predominance of surveys. Over half the studies lack explicit research questions, often exploring teachers' research use. Approximately 40% provide explicit definitions, although interchangeable terms such as 'research-informed' and 'mobilization' blur distinctions. Many studies acknowledge the complexity of research use but do not fully reflect this in their methodologies, often treating it as linear. A notable finding is the lack of contextual sensitivity, focusing more on the actors than specific research use contexts. This implies an assumption of context-independence, despite situational understanding being crucial. Additionally, practical implications often do not clearly link back to conceptual frameworks, indicating a trend toward simplification. In conclusion, this review underscores the need for nuanced, contextual aware research on research use in education. Future studies should bridge methodological gaps, refine conceptual definitions, and align practical implications with analytical findings, informing future research agendas and enhancing the integration of research into educational practice.

Nutley, S., Boaz, A., Davies, H., & Fraser, A. (2019). New development: What works now? Continuity and change in the use of evidence to improve public policy and service delivery. Public Money & Management, 39(4), 310-316.