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Two of ½¿É«µ¼º½â€™s journals, Review of EducationÌý²¹²Ô»å The Curriculum Journal, have announced their annual Editors’ Choice Awards, recognising the highest quality and most impactful papers published in their 2025 volumes.

½¿É«µ¼º½ and the editors extend their warm congratulations to the authors of the winning and shortlisted papers.

Review of Education Editors’ Choice Award 2025

The winning paper for Review of Education is:

• Zawacki-Richter, O., Cefa, B., & Bai, J. Y. H. (2025). Towards reproducible systematic reviews in Open, Distance, and Digital Education—An umbrella mapping review. Review of Education, 13, e70031.

The editors say: ‘The authors analysed and quality assessed 576 systematic reviews in Open, Distance, and Digital Education (ODDE). They conducted the review thoroughly and make explicit suggestions for how authors can raise the quality of their own evidence syntheses, including conducting a quality appraisal (with a number of tools listed). This is a great contribution to improving evidence synthesis quality and reproducibility in ODDE, the wider field of education, and indeed within any discipline.’

The editors also commend the following two papers which were shortlisted for this year’s award:

• Nieminen, J. H., Dollinger, M., & Zou, T. X. P. (2025). Student partnership in assessment: What works, for whom, why, and under what circumstances? Review of Education, 13, e70059.
• Xia, J., Sun, S. A., & Gao, X. A. (2025). The other side of PhD education: A systematic review of research on PhD students’ development as university teachers. Review of Education, 13, e70024.

The Curriculum Journal Editors’ Choice Award 2025

The winning paper for The Curriculum Journal is:

• Nieminen, J. H., Atjonen, P., & Tolvanen, A. (2024). Diversity of assessment practices and student perceptions of assessment in Finland. The Curriculum Journal, 36(2), 216–235. 

This paper was praised for its clear methodology, extensive data collection, and practical relevance with evident contribution to knowledge in curriculum research.

The editors also commend the following papers which were shortlisted for this year’s award:

• Dalton, L. J., Aukland, L., Lloyd-Newman, E., Buechner, H., McCall, A., & Rapa, E. (2025). Development and evaluation of neuroscience lesson content to improve Key Stage 3 (11–14 year old) students’ understanding of the early years in England. The Curriculum Journal, 36(1), 126–146.

• Mais-Thompson, E., Brown, B., & Paul, N. (2025). Unique practices in teaching affective learning in a higher education applied curriculum. The Curriculum Journal, 36(1), 180–199.

• Rushton, E. A. C., Dunlop, L., & Atkinson, L. (2025). Fostering teacher agency in school-based climate change education in England, UK. The Curriculum Journal, 36(1), 36–51.

• Schoots-Snijder, A. J. M., Tigelaar, E. H., & Admiraal, W. F. (2025). Curriculum guidelines for the development of student agency in secondary education: A systematic review. The Curriculum Journal, 36(4), 541–573.