INTEGRED: An Integrative Approach to the Production, Use and Governance of Evidence in European Education

INTEGRED aims to transform how evidence is produced, used, and governed in European education systems by co-developing and institutionalising an Integrative Evaluation Framework (IEF). The project responds to the need for robust yet context-sensitive evaluations to guide education policy and practice, with a focus on preventive interventions addressing early school leaving and learning inequalities. Current evaluation practices are fragmented: counterfactual methods offer rigour but limited transferability, while theory-based approaches provide contextual insights but face challenges with causal attribution. INTEGRED bridges these divides by combining multiple causal logics within a pluralist framework adaptable to diverse governance settings.
The IEF will be piloted in six countries, each centred on preventive measures such as delayed tracking, tutoring, and inclusive teaching. Co-created with policymakers and practitioners, these pilots will test and refine the framework’s methodological innovations while embedding evaluation into policy cycles. Complementary activities include mapping barriers and enablers of evidence use, strengthening data infrastructures, and developing a European blueprint for the good governance of evidence.
Led by an interdisciplinary consortium, INTEGRED will generate impact across three domains: in science, by advancing an evaluation approach that combines rigour with contextual relevance; in policy, by enhancing evaluation capacity and fostering sustainable evidence cultures; and in society, by informing preventive policies that promote equity, inclusion, and system resilience. Capacity building is central: INTEGRED will deliver a comprehensive set of training initiatives to build lasting skills among policymakers, practitioners, and researchers. Ultimately, it will support more effective, inclusive, and future-ready education systemsTowards an Integrative Approach to the Production, Use and Governance of Evidence in European Education .