Journal of Teaching Innovation and Reform

Vol. 2 (2026)
Special Issue: Advancing Teaching Innovation and Reform through Transdisciplinary Approaches: Supporting SDGs and Education for All

Evidence-Based Educational Interventions for Advancing Quality, Equity and Accessibility: A Narrative Review of Policy and Practice

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  • Liu Yu Hong,
  • Yang Yi Fan,
  • Peng Jia Xin
Liu Yu Hong
Faculty of Engineering & Quantity Surveying (FEQS)-, INTI International University, Persiaran Perdana BBN IPutra Nilai, 71800 Nilai, Negeri Seremban, Malaysia
Yang Yi Fan
Faculty of Education and Liberal Arts (FELA), INTI International University, Persiaran Perdana BBN IPutra Nilai, 71800 Nilai, Negeri Seremban, Malaysia
Peng Jia Xin
Faculty of Education and Liberal Arts (FELA), INTI International University, Persiaran Perdana BBN IPutra Nilai, 71800 Nilai, Negeri Seremban, Malaysia

Published 2026-07-30

Keywords

  • Evidence-based education,
  • Educational equity,
  • Educational quality,
  • Accessibility,
  • Inclusive education,
  • Formative assessment,
  • Teacher professional development,
  • Tutoring,
  • Digital divide,
  • Artificial intelligence in education,
  • Sustainable development goals,
  • Transdisciplinary collaboration,
  • Narrative review
    • ...More
    Less

How to Cite

Evidence-Based Educational Interventions for Advancing Quality, Equity and Accessibility: A Narrative Review of Policy and Practice. (2026). Journal of Teaching Innovation and Reform, 2, 120-134. https://doi.org/10.65638/2978-5634.2026.2.10

Abstract

Enhancing the quality, equity and accessibility of education is still a major issue for the educational systems throughout the world. Although the school enrollment has risen in several countries, it does not necessarily ensure proper learning, fair opportunities or active involvement for all students. The persistent inequalities concerning poverty, disability, language, gender, immigration status, rural area and the lack of information technology still affect the educational results. This literature review investigates evidence-based educational measures which can improve the learning quality, decrease inequality and broaden the access to education. It combines the findings from peer-reviewed articles, systematic reviews, meta-analyses, policy statements and international documents mainly published between 1995 and 2026.

The review points out several important aspects which have significant effects on policy and practice, such as teacher's professional training, formative evaluation, guidance, systematic support for literacy and mathematics, individualized instruction, inclusive education, early childhood education, parent involvement, electronic access to resources, open educational materials, learning aided by artificial intelligence, data-based decision-making and instructional leadership. In order to meet the present requirements of educational reforms, the article also stresses the significance of interdisciplinary cooperation between teachers, policy makers, technicians, psychologists, community members and parents. This cooperation is crucial for developing teaching methods which are both pedagogically sound, technically convenient, psychologically supportive and socially inclusive.

The results indicate that evidence-based measures are highly efficient when modified according to local conditions, consistent with the objectives of equity and backed by adequate implementation resources. Moreover, this study associates these measures with the United Nations Sustainable Development Goal 4 on equitable and quality education, SDG 10 on minimizing inequalities and SDG 17 on promoting sustainable development through partnerships. Present research on the digitalization and application of artificial intelligence in education also suggests that educational advancement needs not only the introduction of technology but also ethical management, enhancement of teachers' abilities, equity-oriented implementation and lasting partnerships. The paper emphasizes that evidence should be regarded as a flexible guiding principle rather than a fixed technical method, serving as a means for professional decision-making, institutional improvement and all-inclusive reforms. Its main contribution is to put forward an integrated quality-equality-accessibility framework to promote teaching innovations, educational reforms and Universal Basic Education.

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