2026 - 2030 | PHD PROJECT

Over the past few decades, there has been a growing emphasis on evidence-informed practice in education. Drawing on relevant knowledge and evidence can help teachers address complex educational challenges and make well-founded decisions that support students’ learning. To support teachers in making evidence-informed decisions, a framework has been developed for the Flemish educational context. The framework identifies three key dimensions of evidence-informed practice: triangulation, multiperspectivity and a systematic process. With the rapid uptake of generative artificial intelligence (GenAI) in education, questions arise about its role and place within this framework. This PhD research project explores how teachers’ interactions with GenAI shape these three dimensions of evidence-informed practice. It focuses on lesson planning and the broader cycle of teaching, evaluating and adapting lessons, aiming to understand the opportunities and challenges GenAI brings to teachers’ evidence-informed decision-making.