The science of learning is a body of knowledge that connects a set of insights — derived from cognitive science and educational psychology — about how humans learn to effective teaching practices.

Despite recent enthusiasm from policy-makers and practitioners to promote the science of learning as a foundation for teaching and learning practices, evidence suggests educators in general have limited awareness and understanding of it.

Nevertheless, some individual educators — working on their own or within networks — encountered the science of learning, worked to embed it into their practice and to advance it within their own contexts.

This report draws on data from surveys, focus groups and interviews with a group of science of learning-oriented educators to learn about their experiences, and derive insights about barriers and enablers to the further advancement of the science of learning.