Claims that educational practices and products are “research-based” have become so common that the phrase means little on its own. To truly understand whether something is grounded in evidence, we have to look under the hood. 

That’s what Meg Lee did in her February 2025 article for The Learning Professional, “How understanding the brain improves educator learning.” She delved into the science of learning, a growing field that integrates insights from cognitive science, educational psychology, and instructional design, citing rigorous research about how the brain learns and explaining how that knowledge can transform professional learning and educational practice.

It was no surprise to our team that her piece was among the top three articles we published in 2025. You, our readers, regularly tell us you are hungry for research you can use to implement best practices in professional learning, teaching, leadership, and all aspects of education.

That’s why we were thrilled when Meg Lee and her colleague Jim Heal agreed to help us conceptualize and create this issue. They shared not only their expertise about cognitive principles and the practices that flow from them but their vast knowledge of the field’s developments, contributors, and exemplars.

The authors in this issue bring diverse international perspectives while leveraging a consistent research base. Representing many roles in educational systems, including principal, coach, professional learning director, and researcher, they share a host of practical strategies for embedding science of learning principles such as cognitive load, retrieval practice, and building on prior knowledge. Practicing what they preach, they share the how as well as the what. 

The science of learning points to important steps for closing the gap between what we know and what we do in professional learning. In so doing, it is closely aligned with Learning Forward’s (2025) Standards for Professional Learning, especially the Learning Designs, Evidence, and Implementation standards, which remind us that professional learning systems and approaches should be grounded in research on how adults learn and how that learning can be sustained.

The science of learning is not new and it is not a fad. It is based on a solid foundation of research and, increasingly, strategies for application. As the science continues to evolve, we will continue to cover it in The Learning Professional. Consider this issue part of an ongoing conversation about how learning happens and how we can all make the most of that knowledge for the ultimate benefit of students. We invite you to join the conversation at any time by submitting an article, commenting on social media, or participating in one of our learning experiences and events

Download pdf here.