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Indonesian Journal of Education Research (IJoER)

Open Access Journal

Evidence-Informed Policy Directions for Enhancing Research Productivity in Educational Institutions: A PRISMA-Guided Systematic Review

Anna Lynn P Nuyad
Davao del Norte State College ROR
Philippines
nuyad.annalyn@dnsc.edu.ph
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  • Purpose of the study: This study aimed to systematically review and synthesize existing literature on research productivity and the factors influencing efficiency in educational settings. Specifically, it sought to identify major themes and determinants affecting research productivity in educational institutions and provide evidence-based insights for enhancing scholarly output through institutional support, research culture, incentives, and individual development.

    Methodology: This study employed a qualitative systematic review design guided by the PRISMA framework. Relevant literature published between 2019 and 2026 was systematically searched across major electronic databases, including Google Scholar, Web of Science, Scopus, ERIC, Science Direct, and Semantic Scholar. Following rigorous screening and quality appraisal using the Mixed Methods Appraisal Tool (MMAT), a total of 31 articles representing 20 countries met the eligibility criteria and were subjected to thematic analysis to synthesize key findings and policy directions.

    Main Findings: The systematic review identified four major themes influencing research productivity in education: Institutional Support and Resources, Institutional Research Culture and Environment, Incentives and Recognition, and Individual Factors. Furthermore, the findings indicate that research productivity and efficiency are heavily shaped by organizational conditions, infrastructure access, and individual competencies. Key contributions to education policy include providing an empirical basis for: (1) establishing minimum institutional standards and dedicated funding for digital and physical research infrastructure, (2) implementing protected workload policies and structured faculty mentoring programs, (3) designing transparent and competitive incentive and recognition systems to boost publication output, and (4) embedding professional development initiatives into educational frameworks to sustain long-term research engagement.

    Novelty/Originality of this study: This paper provides an up-to-date, cross-national PRISMA systematic review of 31 investigations across 20 countries, capturing the evolving landscape of research productivity in education. By synthesizing diverse qualitative, quantitative, and mixed-methods findings, it bridges micro-level individual factors with macro-level institutional policies, offering concrete, evidence-based recommendations to strengthen research culture, funding structures, and faculty capacity worldwide.

  • How to cite

    [1]
    A. L. P. Nuyad, “Evidence-Informed Policy Directions for Enhancing Research Productivity in Educational Institutions: A PRISMA-Guided Systematic Review”, Ind. Jou. Edu. Rsc, vol. 7, no. 4, pp. 513–536, Aug. 2026, doi: 10.37251/ijoer.v7i4.3560.

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