OTESSA’25 Keynote: Shifting our focus from technology to problems

What does this keynote say about the type of research we need?

Reeves calls for a fundamental reorientation of educational research toward use-inspired, impact-focused inquiry. He argues that too much research is focused on studying the latest technologies: virtual reality, iPads and tablets, online learning, games and simulations, machine learning, the use of AI, etc. over addressing the many problems facing the field of education: the failure to engage learners, ineffective teaching, inadequate higher-order learning, poor learner motivation, little preparation for real world performance, lack of intellectual curiosity, underdeveloped creativity, weak communication skills, and insufficient time-on-task. He  advocates for the increased use of education design research (EDR) as a socially-responsive genre of educational research that follows the basic principles of all scientific research while at the same time addressing real world problems related to human learning and development and advancing knowledge (design principles, design processes, design protocols, etc.) about how the nature of the innovation under study can be used in other contexts.

The kind of research we need, according to Reeves, should be deeply embedded in real educational settings, where problems are complex and context-specific. He advocates especially for EDR in its many forms: Design-based Research (DBR), Design-based Implementation Research (DBIR), Design Experiments, Social Design Experiments —approaches that combine iterative design, empirical inquiry and close collaboration with practitioners. Reeves further highlights the imbalance between the abundance of  academic publications produced each year and the persistent educational problems that remain unaddressed and that continue to grow.  He stresses that researchers must move from the “publish or perish” mindset toward an “impact or perish” ethos, where success is measured by improvements in teaching and learning, not just by journal citations.

Why is it important?

This shift in research paradigm is essential because persistent inequities and systemic failures in education cannot be solved through abstract theorizing alone. Reeves highlights the urgency of research that is socially responsive, ethically grounded, and pragmatically useful. Without research that directly informs educational practice and policy, schools risk continuing cycles of reform that lack evidence or relevance. Reeves points out that too much research is conducted in isolation from practice, leading to a disconnect between what educators need and what researchers produce. By embracing a more collaborative and practice-oriented model, researchers can generate findings that not only improve local conditions but also build useful knowledge that scales in meaningful ways. In short, this type of research has the power to transform education systems, address equity and justice, and foster innovation rooted in human needs.

What are the implications for education?

Reeves’ keynote has profound implications for how educational research is conducted, funded, and applied. For one, it encourages educational institutions and funding agencies to reframe their evaluation criteria to reward research impact and practitioner collaboration, not just theoretical contributions. Educators are seen not merely as research subjects but as co-creators of knowledge, whose lived experiences shape the questions, methods, and applications of the research process. Universities and teacher education programs should support faculty and students to engage in long-term partnerships with schools, co-design interventions, and iteratively test them in authentic environments. For policymakers, the implication is clear: invest in research that works collaboratively with schools to improve the use of research evidence when seeking to implement policy so that solutions and implementations are  designed with—and for—communities, not just assigned from the top down. For educators, this shift promises access to practical, relevant tools and strategies grounded in evidence that fits their context. Ultimately, Reeves envisions a future where research is an engine for systemic change, helping education become more equitable, innovative, and learner-centered.

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Key Takeaways from the Keynote:

1. We need use-inspired research that addresses real-world educational challenges.
2. Education design research is especially suited for bridging theory and practice.
3. Collaboration with educators and communities is essential at every stage of the research process.
4. Academic success should be redefined from “publish or perish” to “impact or perish.”
5. Equity, ethics, and social responsibility must guide research priorities.
6. Traditional metrics of scholarly success (e.g., citations) are insufficient for solving urgent educational problems.
7. Research should lead to scalable, sustainable solutions developed and tested in context.
8. Educators should be seen as partners in inquiry, not passive recipients of research.
9. Institutional and funding policies must evolve to support impactful, co-designed, and field-based research.
10. The ultimate goal is to transform education systems to better serve all learners, including the most marginalized.

reDesignED applies these important takeaways to the fullest extent possible.