In China, the effectiveness of using research evidence in improving teaching remains underexplored. This paper reports findings from a randomised controlled trial conducted in Chinese primary schools, evaluating the impact of teachers’ use of research evidence on students’ Chinese literacy outcomes. The study involved 153 teachers and 6,791 students. The impact analysis shows a modest positive effect of the intervention on students’ Chinese test scores (+0.07), alongside a small reduction in time spent on Chinese literacy homework (−0.06). Further analysis indicates that teachers’ adherence to the intervention was a key driver of effectiveness, with a Complier Average Causal Effect (CACE) of +0.22 on students’ test scores among participating teachers. Drawing on 44 classroom observations, the study illustrates how the adaptation of research evidence unfolded as an iterative process, characterised by ongoing adjustment and reflection. Based on these findings, the paper proposes a conceptual Implementation Cycle operating at the school, individual teacher, and teacher interaction levels. While the estimated impacts are small, the findings suggest that supporting teachers’ engagement with research evidence is feasible within Chinese primary education and can be implemented at relatively low cost. By examining evidence use at an early stage of development within the Chinese context, where experimental evidence has historically played a limited role in informing teaching, this study contributes a distinct perspective to international discussions on evidence-informed practice. The paper concludes by identifying key conditions for strengthening the quality of implementation and supporting more effective use of research evidence in future practice.

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