Replication studies in education: An underutilised opportunity for expanding global research participation.

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Bibliographic Details
Title:	Replication studies in education: An underutilised opportunity for expanding global research participation.
Authors:	Cheema, Jehanzeb Rashid¹ jcheema1@gmu.edu, Pervez, Saulat² spervez@masonlive.gmu.edu
Source:	Issues in Educational Research. 2026, Vol. 36 Issue 2, pix-xiv. 6p.
Subject Terms:	Education research, Reproducible research, Cooperative research, Scholarly publishing, Replication (Experimental design), Resource-limited settings, Developing countries
Abstract:	This article focuses on the underutilization of replication studies in education research and their potential to expand global participation in the field. Replication, defined broadly as attempts to reproduce the main findings of original studies, is essential for verifying results and establishing the generalizability of educational interventions across diverse contexts. Despite its importance, replication studies constitute a very small fraction of published education research, partly due to academic publishing incentives that prioritize novel findings over verification. The authors argue that replication studies, which often require fewer resources, offer valuable opportunities for researchers in resource-constrained settings, particularly in developing countries, to contribute meaningfully to the global education research community. They recommend structural changes in publishing practices, such as dedicated journal sections and regional editorial representation, to elevate the status of replication studies and foster a more inclusive and robust scientific enterprise. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	This article focuses on the underutilization of replication studies in education research and their potential to expand global participation in the field. Replication, defined broadly as attempts to reproduce the main findings of original studies, is essential for verifying results and establishing the generalizability of educational interventions across diverse contexts. Despite its importance, replication studies constitute a very small fraction of published education research, partly due to academic publishing incentives that prioritize novel findings over verification. The authors argue that replication studies, which often require fewer resources, offer valuable opportunities for researchers in resource-constrained settings, particularly in developing countries, to contribute meaningfully to the global education research community. They recommend structural changes in publishing practices, such as dedicated journal sections and regional editorial representation, to elevate the status of replication studies and foster a more inclusive and robust scientific enterprise. [Extracted from the article]
ISSN:	03137155