Internationally, there are widespread efforts to improve the use of research across many sectors, including education (e.g., Révai, 2022).
Alongside increasing investments in system initiatives and infrastructure intended to connect research and practice, important questions arise about two issues within the research use literature: firstly, a lack of work on ‘quality of use’ as distinct from quality of evidence; and secondly, a lack of research use models based on practitioner, as opposed to researcher, perspectives.