Evidence-Based Education Takes Centre Stage at Long Bay College
The researchED movement, a global initiative dedicated to bridging the gap between educational research and classroom practice, returned to New Zealand in a major way on 2 May 2026. Hosted at Long Bay College in Auckland, the event drew record numbers of educators, researchers, and leaders from across the primary, secondary, and tertiary sectors. With tickets priced affordably at $65 and the programme selling out weeks in advance, the conference underscored a growing appetite among New Zealand professionals for rigorous, practical discussions on what works in teaching and learning.
Long Bay College, a secondary school with a strong commitment to professional development, partnered with the New Zealand Initiative to deliver the day-long event. The venue welcomed more than 500 attendees, marking the largest researchED gathering ever held in Aotearoa. Sessions focused on the science of learning, curriculum design, assessment, pedagogy, and leadership, with a deliberate emphasis on evidence-informed approaches that can be applied immediately in diverse educational settings.
Keynotes Highlight Global Expertise and Local Relevance
Two prominent international figures delivered keynote addresses that resonated strongly with New Zealand audiences. Tom Bennett, founder of researchED and the UK government’s Behaviour Advisor, shared insights on creating orderly, productive learning environments grounded in behavioural science. Professor Pamela Snow, a distinguished Australian academic specialising in language and literacy, explored the critical connections between research findings and effective classroom strategies for reading and communication skills.
These presentations were complemented by a panel discussion featuring local and visiting experts, including conversations on initial teacher education (ITE) programmes. Attendees heard directly from academics and practitioners about aligning university-based training with the latest evidence on how students learn best. Education Minister Erica Stanford opened the proceedings, highlighting ongoing government reforms that prioritise structured literacy, knowledge-rich curricula, and evidence-based teaching across the system.
Strong Tertiary Sector Participation Signals Shifting Priorities
While the event attracted educators from all levels, the tertiary sector was notably well represented. University lecturers, teacher educators from institutions such as the University of Auckland and other providers of ITE, and researchers in education faculties attended in significant numbers. Many sessions addressed the specific challenges and opportunities facing higher education, including how to embed evidence-based practices into university teaching, support PhD candidates in education research, and strengthen partnerships between schools and universities.
Breakout sessions covered topics such as curriculum coherence in teacher preparation programmes, the role of cognitive science in adult learning, and strategies for improving retention and outcomes in postgraduate education courses. Participants noted that the conference provided rare opportunities for cross-sector dialogue, allowing academics to hear directly from classroom teachers about the practical realities of implementing research findings.
Organisers Emphasise Accessibility and Intellectual Rigour
researchED events are designed to be inclusive and low-cost, with the explicit goal of making high-quality professional learning available to as many educators as possible. The New Zealand edition maintained this ethos, holding the conference on a Saturday to minimise disruption to teaching schedules and keeping registration fees modest. Organisers invited expressions of interest from classroom teachers, academics, school leaders, and those working in teacher education, ensuring a broad mix of perspectives.
The programme balanced keynote plenaries with smaller breakout sessions and networking opportunities. Presenters were encouraged to deliver clear, practical content that encouraged respectful dialogue and intellectual honesty. This approach proved particularly valuable for higher education participants, who often seek professional development that directly informs their own teaching and research supervision.
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Government Support Reflects National Focus on Evidence
The presence of the Education Minister and references to current policy directions highlighted the alignment between the conference themes and national priorities. Reforms in curriculum, attendance, and teacher education are increasingly informed by research, and events like researchED provide a forum for sharing emerging findings and debating their application. Attendees from university education faculties discussed how these policy shifts are influencing ITE content and delivery, with calls for stronger integration of cognitive science and evidence on effective pedagogy into degree programmes.
Local presenters from Long Bay College and partner organisations shared case studies of research-informed practice within their own contexts, offering concrete examples that university-based teacher educators could adapt for their courses.
Implications for University Teacher Education Programmes
The conference’s success carries direct implications for New Zealand’s universities and colleges. ITE providers are under pressure to ensure graduates are equipped with the latest evidence on learning science, behaviour management, and curriculum design. Sessions on these topics provided valuable professional development for academics responsible for designing and delivering these programmes.
PhD students and early-career researchers in education also benefited from exposure to leading thinkers and the opportunity to network with practitioners. Several attendees noted that the event reinforced the importance of translational research—work that moves beyond academic journals to influence policy and practice in meaningful ways.
Challenges and Opportunities in Bridging Research and Practice
Despite the enthusiasm, participants acknowledged ongoing challenges in embedding evidence-based approaches within higher education. Time pressures on academics, competing demands on ITE curricula, and the need for sustained professional learning opportunities were recurring themes. The sold-out nature of the event demonstrated strong demand, yet organisers and attendees alike recognised that one-day conferences must be part of a broader ecosystem of support.
Opportunities identified included greater collaboration between universities and schools, expanded use of research-practice partnerships, and increased investment in professional development for tertiary educators themselves. The New Zealand Initiative’s involvement underscored the role of independent think tanks in fostering these conversations.
Looking Ahead: Sustaining Momentum in New Zealand Higher Education
With researchED New Zealand 2026 now concluded, attention turns to how the insights gained can be sustained and scaled. University leaders and education faculty heads are considering how to incorporate key messages into ongoing programme reviews and staff development initiatives. The event’s record attendance suggests that demand for accessible, evidence-focused professional learning remains high across the sector.
Future iterations of researchED in New Zealand are likely to build on this success, potentially expanding opportunities for tertiary-specific strands or dedicated researcher tracks. For academics, PhD candidates, and administrators seeking to strengthen the research-practice connection in their institutions, the 2026 conference served as both a benchmark and an inspiration.
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Engaging with the researchED Community
Those in New Zealand higher education interested in staying connected can follow updates through Long Bay College’s dedicated researchED channels and the national researchED network. Expressions of interest for future presenting opportunities and waitlist registration for sold-out events provide pathways for ongoing involvement. The movement’s emphasis on intellectual generosity and practical application aligns closely with the values of many university education programmes.
As New Zealand continues to refine its approach to teacher education and curriculum reform, events that bring together researchers, practitioners, and policymakers will remain essential. The 2026 researchED conference demonstrated that when these groups gather with a shared commitment to evidence, the results can be transformative for the entire education system.
