Research Summary

Abstract:

This article offers a critical analytical study of Evidence-Based Teaching (EBT) as both an epistemological framework and a methodological practice for transforming education into a science of action. It investigates how empirical rigor, methodological transparency, and reflective pedagogy can coexist in a domain shaped by human complexity and moral responsibility. Through twenty-five thematically structured sections, the study explores the concepts of validity, reliability, causal inference, and meta-analysis, while emphasizing ethical reflection, teacher agency, and policy coherence. It concludes that evidence-based education must evolve from a technocratic paradigm into a culture of inquiry, an approach that values interpretation as much as verification, and care as much as accuracy. By integrating data-driven methods with contextual and ethical intelligence, EBT emerges as a human-centered science capable of sustaining both truth and meaning in educational practice.