English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

With the transformation of the knowledge production model, the research system of educational research is becoming more extensive, and academic collaboration has become an important productive method of promoting the sustainable development of educational empirical research. Given this situation, what kinds of relationships will sustainably improve educational empirical research output quality? Taking the influence of educational empirical research article as an example, we selected 4610 empirical research articles in 15 education journals for analysis, published between the years of 2015 and 2020. In the sustainable development progress of educational empirical research, the optimal scale phenomenon has been verified in cooperative research. Identity collaboration, institutional collaboration, international collaboration, and discipline collaboration were all found to have a strongly significant influence on the sustainable improvement of educational empirical research output quality. Meanwhile, the output quality of educational empirical research is affected by the heterogeneity of the number of cooperators and cooperating identities. These findings suggest that the optimal proportion of teacher–student collaboration should be 2–3, and the optimal scale of colleague collaboration should be 3–4. Compared with teacher–student collaboration, colleague collaboration, including cross-organization and interdisciplinary collaboration, was more conductive to enhancing the sustainable improvement of educational empirical research outcome quality. According to these findings, it is reasonable to believe that, in the process of the sustainable development of educational empirical research, fine-guidance-style teacher–student collaboration and small-scale, cross-unit colleague collaboration should be promoted; meanwhile, strengthening the collaboration between normal universities, optimizing the quality of international collaboration, and promoting pedagogy intersection with other disciplines are also critical to promote the sustainable improvement of educational empirical research outcome quality.

Promoting the Sustainable Improvement of Educational Empirical Research Quality: What Kinds of Collaborative Production Relationships Make Sense?