Rethinking the Gold Standard of Randomized Controlled Trials in Education

This study reviews the use of randomized controlled trials in education, considered the gold standard for evaluating interventions. While these trials provide unbiased causal evidence, they face criticisms related to threats to validity, ethical concerns, and limited generalizability. It addresses misconceptions about randomized controlled trials, highlighting both their strengths and limitations. By analyzing recent studies and ongoing debates, it evaluates challenges that should be addressed when scientists, policymakers and educators want to conduct or interpret RCTs outcomes. Findings show that while these trials are effective for testing interventions in specific contexts, they may struggle to address the complexities of educational environments. The research emphasizes the importance of context-aware designs and complementary methods, advancing evidence-based practices and improving educational policies.