Five leading education researchers received the inaugural Global Award for Innovation in Education Research Methods at the 10th Forum on Empirical Education Research held recently in Shanghai.

The award, the world's first of its kind, was designed to recognize breakthroughs in education research methodology and foster the international exchange of ideas, including those rooted in China's education system.

Described as the "Nobel Prize in Education," the award was initiated by the Faculty of Education at the East China Normal University. It honored Stephen J. Ball, Annette Lareau, Herb Marsh, Min Weifang and Andreas Schleicher for their innovative contributions to empirical education research.

At the forum, researchers and scholars said methodologies are pivotal in driving empirical education research and advancing education sciences in the digital age, laying a foundation for global education policy and development.

"Education research methods are critical to the advancement of pedagogy as a discipline and the broader field of education," said Yuan Zhenguo, head of the Faculty of Education at the university and a key planner of the award.

Herb Marsh, a professor at the Australian Catholic University's Institute for Positive Psychology and Education, was recognized for his extensive contributions to quantitative research methods, including structural equation modeling, factor analysis and multilevel modeling.

"He has broadened interdisciplinary research in areas such as self-concept and learning motivation through the use of scientific measurement and evaluation methods, significantly advancing contemporary educational psychology," the award citation noted.

Renowned for his Big-Fish-Little-Pond-Effect theory, Marsh emphasized the role of rigorous research methodology as a foundation for adopting new technologies and statistical models. "A solid methodology is crucial, just as critical reading skills are essential for distinguishing fake news from credible information," he said.

Min Weifang, honorary dean of the Graduate School of Education at Peking University, was celebrated for advancing the economics of education in China.

The award citation praised Min for seamlessly integrating econometric analysis with the challenges of higher education in China. His work has profoundly influenced the development of educational economics in China, refining its theories, advancing methodologies and nurturing talent.

"Educational economics in China has distinct characteristics," Min noted. "While incorporating international theories and methods, it also addresses urgent practical issues in China's development. These contributions have profoundly influenced education policymaking in the country."

Min noted that China's approach to educational economics is distinct, reflecting diversity in academic teams, theoretical backgrounds, research fields and methods. While the discipline initially emerged in the 1980s, China's research has since focused on pressing practical issues related to the nation's development and transformation. These contributions have significantly influenced policymaking and practice in China's education sector.

The award also highlights China's growing role in global education research.

Yuan emphasized that despite China's rich history of educational thought dating back to Confucius, much of it remains underrecognized globally. However, increased international collaboration and empirical research are positioning China as a significant contributor to addressing global education challenges, particularly in the context of AI and digital transformation.

"The research emerging from China is not only propelling national progress but also driving global advancements in education," Yuan said.