The Triple-D Model for Evidence-Informed Educational Practice: Decision-Making and Diversity of Evidence

Abstract

This conceptual article presents the Triple-D model for evidence-informed practice that speaks directly to current debates on research use, educational leadership, and policy implementation. We conceptualize evidence-informed decision-making as the interaction between the decision, the diversity of evidence, and the capacities of the decision-maker. By framing evidence use as a situated and interpretive process, the model moves beyond linear approaches and highlights how educators can actively integrate research evidence, data, and professional expertise. It offers a framework that supports educators in navigating complex, high-stakes decisions in which multiple and sometimes competing forms of evidence must be reconciled. It also advances a competency profile for decision makers. These competencies are positioned as central to strengthening research use and bridging the persistent gap between policy, research, and practice.