This award, introduced for the 2024 volume, recognises the highest quality and most original and impactful articles published in Research Intelligence. Guest Editors of issues published in  2024 were invited to select one article from their special section and three nominations were received. A panel of three judges from the BERA Publications Committee assessed the nominations for impact, quality, originality, links to evidence-based practice and sustainability. The judges were unanimous in their decision.

Research Intelligence Article of the Year Award 2024

The winner is:

Burn, K., & Mutton, T. (2024). Understanding research & research approaches appropriate for teacher education settings. In E. Rushton, C. Brooks, E. Sharpling & B. Skinner (Eds.) Reclaiming teacher education: Opportunities for a research informed & politically engaged profession. Research Intelligence, 161, 26–27. https://www.bera.ac.uk/publication/winter-2024

The guest editors revealed it was a challenge to choose just one article from their special issue, as every piece makes an important contribution. They nominated this article because of the accessible and engaging way in which the authors set out a substantial period of change and review in the policy landscape, while providing a clear vision for research engagement in the context of teacher education. This article also foregrounds the important role of BERA, including the BERA–RSA Inquiry, in identifying, articulating and responding to fundamental issues for educational research, policy and practice.

The other shortlisted articles were:

Evans R., & Gatley, J. (2024). Is the Curriculum for Wales prepared for the challenges AI poses to democracy? In C. Rolph & P. Wood (Eds.) Democracy & education. Research Intelligence, 160, 18–19. https://www.bera.ac.uk/publication/autumn-2024

The guest editors picked this article because not only did it speak to the theme of the special issue (democracy), but it was also prescient in identifying AI generated content as a potential challenge to ethics in education. This short article packs a lot into a brief discussion of the Welsh curriculum and its ambitions to prepare learners to be ethically informed citizens – perhaps a fundamental basis of democracy. 

Lam, V. L. (2024). More than weekend schools: The complementary education sector. In V. L. Lam & S. I. Y. Alshobaki (Eds.) Unheard voices: Language education outside the mainstream. Research Intelligence, 158, 18–19. https://www.bera.ac.uk/publication/spring-2024

This was the first of eight articles in a special issue with both academics and practitioners as contributors and reflects the continuing synergy between research and practice communities. The article emphasises a devoted sector’s evolution and adaptation, and the perpetual challenges it must withstand to preserve young people’s heritage language and culture and provide services appreciated by their communities.

The guest editors and BERA congratulate all the shortlisted authors, whose articles can be downloaded for free below.

About Research Intelligence

Research Intelligence is BERA’s quarterly magazine, available to all members in print and digital formats. The magazine covers a wide range of topics related to education research, including announcements, news and feature articles. For each issue of the magazine, a team of guest editors commissions and edits a themed content section. Recent themes include:

• International comparative education
• Teacher education for a research-informed and politically engaged profession
• Democracy and Education

Research Intelligence is free with BERA membership and paid subscriptions are also available. For more about the magazine, click here.