• Santos, I. M., Amatullah, T., Agbenyega, J., & de Souza, D. N. (2024). The influence of student voice on teacher professional learning: A systematic literature review. Review of Education, 12(3), e70014. https://doi.org/10.1002/rev3.70014

The editors commented: ‘This article is a methodologically sound and highly readable systematic literature review. Its focus on how students can contribute to teachers’ learning, rather than vice versa, highlights an important and often underexplored perspective in education research. The evidence-informed framework on teacher professional learning has wide potential applications in research and practice.’

Three other articles were shortlisted by the editors:

• Yusuf, A., Pervin, N., Román-González, M., & Md Noor, N. (2024). Generative AI in education and research: A systematic mapping review. Review of Education, 12(2), e3489. https://doi.org/10.1002/rev3.3489

• See, B. H., Gorard, S., Gao, Y., Hitt, L., Siddiqui, N., Demie, F., Tereshchenko, A., & El Soufi, N. (2024). Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators? Review of Education, 12(3), e70005. https://doi.org/10.1002/rev3.70005

• Browning, E., & Hohenstein, J. (2024). The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom. Review of Education, 12(1), e3459. https://doi.org/10.1002/rev3.3459