This paper examines how research evidence, data and knowledge are generated and mobilised within Chile’s education system. Using an evidence-informed policymaking framework, it analyses the actors involved in research production and engagement, the relationships connecting them, the structures and processes that support knowledge mobilisation, the capabilities required to work effectively with evidence – including research co-creation and synthesis – and the broader evidence culture that exists at the system level. Drawing on document analysis, interviews and survey data, the study identifies strengths in general research production capacity, solid relationships between diverse actors especially through project-based collaboration, and promising innovation initiatives. These strengths exist alongside challenges related to co-ordination and the lack of a more strategic approach relating to capability development for actors across the system level. The paper concludes by outlining possible actions to support a more coherent knowledge mobilisation system in education.
