Evidence-Based Education in Spain: A Scoping Review

Objective: To identify the approaches that have been developed regarding evidence based education in Spain since the year 2000. Introduction: Teaching has evolved throughout history, and the professionalization of the teaching role has often coexisted with practices grounded more in tradition than in scientific evidence. Evidence based education (EBE) proposes integrating research findings, professional experience, and users’ values; however, partial interpretations of the approach have generated criticism. In Spain, EBE remains an emerging field, characterized by diverse conceptual uses and the absence of systematic reviews focusing specifically on the national context. For this reason, this scoping review aims to map the approaches to EBE in Spain since 2000, taking into account all types of scholarly contributions. Inclusion criteria: This review will focus on the concept of “evidence based education” and its synonyms (C), considering research conducted in Spain since 2000 regardless of the type of contribution or source (C). Methods: The proposed scoping review will follow the JBI methodology for exploratory reviews, which is aligned with the PRISMA Extension for Scoping Reviews (PRISMA ScR). The search strategy aims to locate both published and unpublished studies through a three step process. Initially, searches will be conducted in databases (WoS, Scopus, ERIC), additional platforms (ProQuest, Xabio), and academic social networks. After the search, all identified citations will be compiled and uploaded to Zotero, with two independent researchers participating in study selection and data extraction (with a third reviewer intervening in cases of disagreement). Data analysis will consider the review question and objective, presenting findings both graphically—via diagrams or tables—and narratively. Keywords: evidence based education; evidence based practice; informed education; scoping review.