New study identifies ten key questions shaping the future of classroom analysis
Research offers a roadmap for advancing an intelligent, scientific, and ethically sound classroom research worldwide
ECNU Review of Education
Classroom analysis represents a systematic approach to observing and interpreting classroom interactions, aiming to transform raw data into actionable evidence for teaching and learning. In recent years, it has become increasingly associated with technology-driven methods such as AI-powered coding and multimodal analytics. However, the challenges that need to be addressed still exist.
In a report published online on May 27, 2025 in ECNU Review of Education, Dr. Yuchen Shi from East China Normal University identifies ten key questions at the forefront of international classroom analysis. Drawing on extensive literature review, expert discussions, and surveys with global scholars, the study organizes these questions into three major themes: clarifying values, revealing classroom reality, and transforming data into evidence.
The study mentions that classroom analysis has historically lacked consensus on what constitutes an “ideal” classroom and how to measure quality effectively. “If we do not even know what an ‘ideal’ classroom should look like in the Chinese context, we are in no position to determine the quality or value of various learning activities taking place in a Chinese classroom,” explains Shi. Importantly, the study emphasizes the need for frameworks that balance efficiency, fairness, and democracy in classroom practices. It also reveals that existing technologies remain insufficient for capturing large-scale, non-invasive, and ethically compliant classroom data.
The ten questions proposed in this study are intended to ensure that classroom research truly impacts teachers and students. They provide a strategic agenda for bridging theory and practice, ensuring that classroom analysis is both data-driven and theory-driven. “These questions can be harnessed to propel in-depth analysis of classrooms in China and abroad, in order to advance the direction of future research in classroom analysis,” concludes Shi.
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Reference
DOI: 10.1177/20965311251327235
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