From research to practice: the evolution of vision schools Scotland through collaborative inquiry

Vision Schools Scotland (VSS), a partnership between the University of the West of Scotland and the Holocaust Educational Trust, was established to promote excellence in Holocaust education through school accreditation, professional learning, and the sharing of effective practice. This paper traces the research journey that informed the programme's inception and examines the evolving evidence base that has enabled it to expand and remain relevant within Scottish Holocaust education, citizenship, anti-racism, and human rights education.

This paper will draw on findings from the original research and explore more recent research undertaken, including studies examining leadership which explored how schools embedded meaningful and sustainable Holocaust education.

Key findings for effective practice, included whole-school commitment, middle leadership, teacher confidence, opportunities for professional learning and approaches to embedding within the curriculum. It will examine how this ongoing research has shaped programme development, ensuring that VSS remains responsive to changing educational priorities and emerging challenges. A central theme is the importance of co-collaboration between researchers and practitioners. Teachers, school-leaders, and partner organisations have acted not merely as participants but as co-constructors of knowledge. Their experiences, and insights have informed the research agenda and the programme’s evolution. By highlighting the reciprocal relationship between research and practice, this paper illustrates how sustained collaboration can generate meaningful educational change and support the development of a nationally recognised network committed to high-quality Holocaust education. The paper contributes to wider discussions within educational research about practitioner-informed inquiry, knowledge exchange, and the role of collaborative partnerships in achieving sustainable educational innovation.