How Research-Practice-Partnerships address today’s teaching challenges: A systematic literature review

Abstract

Societal processes such as increasing globalization, diversity, and technological and digital developments pose significant challenges for schools and classroom teaching. Research-Practice-Partnerships (RPPs) aim to tackle the difficulties faced by teachers, schools, and students in their daily practices and may offer a collaborative approach to addressing these challenges. Using data from a systematic literature review, we examine whether RPPs address effective technology integration, teaching strategies for 21st century skills, migration and mobility, promotion of well-being, and equity and inclusion. Combined, these issues are defined as 21st century challenges by the OECD. Moreover, we examine whether fundamental traits of RPPs (geographical location, collaboration duration, stakeholders involved) are related to the issues they address. Thus, the challenges and the traits named above served as data coding categories. Content analysis of 126 research papers reveals that 21st century challenges form a real demand in schools and for teachers and that RPPs can be a solid means to address these challenges. Key among these challenges are the effective teaching of 21st century skills and promoting equity and inclusion. Additionally, our results expose disparities in the distribution, thematic focus, and organizational approaches of RPPs across different educational contexts. These insights deepen our understanding of RPPs.